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題 名 | 教師對兒童的長度知識與學習認知之探討=Investigating Teachers' Knowledge About Children's Length Knowledge and Measurement |
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作 者 | 黃幸美; | 書刊名 | 臺北市立師範學院學報 |
卷 期 | 30 1999.03[民88.03] |
頁 次 | 頁175-191 |
分類號 | 521.12 |
關鍵詞 | 長度概念; 測量; 教師知識; Length concepts; Measurement; Teachers' knowledge; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要目的在瞭解國小教師對於兒童長度知識學習與解題困難的認知,並進一 步探討教師長度課程上的教學活動。研究結果發現,多數教師認知兒童在長度知識學習與解 題困難內涵,同時,教師也指出,難以使用多樣物件為單位長度並正確比蠅所複製出的長度 結果,是兒童處理長度個別單位比較問題的困難;?童對長度的公制單位高低階單位之間的 關係與數量較換難以統整運作,因此在長度量的高低階單位化聚的問題處理上,容易泄生解 題困難。在長度教學方面,教師相當重視聯結兒童生活經驗提供長度實測活動,但是提供先 估後測與實武之後的概念歸納統整,是教學中較缺乏之活動。藉由估測、實測經驗與概念歸 納,幫助兒童建立正確量感,是導向建構長度知識的重要途徑。 |
英文摘要 | The purposes of this paper were firstly to investigate elementary schools teachers' knowledge concerning children's cognition and leaning difficulties in length concepts and measurement. Secondly, to explore the practical instruction preceding the children's activities in length measurement. The results indicated that most teachers had an understanding about the length of knowledge construction of their students. The major learning difficulties of length that indicated from teachers included: 1. The difficulty for children to make length comparisons between two different items when simultaneously using a variety of units to measure. Children are frequently confused between numerical and perceptual cuse. 2. The conversion between high-order units (e.g. kilometer) and low-order units (e.g. centimeter) in the metric system is difficult. Children lack much of the concrete concepts of long distance measurement; consequently, calculate unsuccessfully using the metric system. In the domain of instruction preceding the activities in length measurement, the actual measuring was enforced by teachers. However, the process of estimating before the actual measuring and concept induction after the actual measuring needed to be enforced. Length estimation, actual measuring and concept induction aid children to extend their comprehension of length concepts. |
本系統中英文摘要資訊取自各篇刊載內容。