自 1980 年代中期開始，中小學校連續經歷三波數位學習的浪潮：第一波是個人電腦教室時代，第二波是線上學習時代，而第三波則是數位教室時代。本計畫的數位教室是指一對一數位教室，即每一個學生至少使用一個具無線連線能力的輕便裝置來學習。有鑑於台灣在這幾年的國際數學評比不甚理想，因此本整合型計畫以數學學習為例，從設計學習策略的觀點，將提升數學能力、發展本世紀關鍵能力與培養情意涵養作為三個子目標來設計四個學習策略，並利用數位科技作為工具與媒體，促成落實這些設計。這四個策略就是(1)透過發現式學習來理解概念、(2)透過遊戲式練習來鞏固概念、(3)透過同儕互評來解決複雜問題和(4) 透過同儕互評來擬題。這些策略期待能培養臺灣學生的本世紀關鍵能力，例如批判性思考、創意性思考、複雜問題解決、小組合作和語言與溝通能力；以及情意涵養，例如自信心、成就感與擁有感。 Our schools have been experiencing three overlapping waves of technology adoption since the mid-1980s: the personal computer lab wave, the online learning wave, and the digital classroom wave. The digital classroom in this proposal refers to a one-to-one digital classroom, in which a student uses at least one computing device with wireless capacity for learning. Because of the declining performance of Taiwanese students in international mathematics assessments, this proposal takes mathematics as an example for designing four learning strategies in digital classrooms, which, besides enhancing mathematics abilities, nurture students’ 21st century competences as well as affects. The four strategies are concept learning via discovery, concept consolidating (include procedural concepts) via game-based drill, complex mathematics problem solving via peer assessment, and problem posing via peer assessment. These strategies are expected will cultivate 21st century competences such as critical thinking, creative thinking, complex problem solving, group collaboration, and linguistic and communicative competence; and affects such as self-confidence, sense of achievement and ownership. 研究期間：10008 ~ 10107
