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題名 | 文化情境融入「整數運算規則」之補救教學研究=A Study of Culture-Situated Remedial Instruction on Rules of Operation |
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作者 | 李健秋; 姚如芬; Lee, Chien-chiu; Yao, Ru-fen; |
期刊 | 科學教育學刊 |
出版日期 | 20161200 |
卷期 | 24:特刊 2016.12[民105.12] |
頁次 | 頁487-509 |
分類號 | 523.32 |
語文 | chi |
關鍵詞 | 文化情境; 補救教學; 整數運算規則; Culture-situated learning; Remedial instruction; Rules of operation; |
中文摘要 | 植基於國小五年級學童「整數運算規則」的學習困難,研究者自編「迓媽祖,學數 學」文化情境融入整數運算規則之補救教學活動,嘗試瞭解補救教學成分對個案學童的助 益,並從中探究個案學童的學習表現。透過學習單、訪談、前測、後測、課室觀察等方式 進行資料的蒐集與分析,研究發現:一、個案學童在補救教學前的學習困境有:誤解運算 的規則、算式拆解錯誤、忽略運算符號的順序改變、忽略括號、需依賴紙筆計算解題等; 二、藉由師生間的問答、不同解題方式的提供、口頭或上臺發表解題等方式,可刺激學童 思考,有助於整數運算規則的理解與學習;三、將真實的文化情境─「迓媽祖」活動融 入整數運算規則教材中,除可使學童對生活情境中的民俗活動有更深入的瞭解、亦能有效 提升學童的解題答對率。 |
英文摘要 | The main purpose of this case study was to investigate the learning performance of 5th graders in theculture-situated remedial instruction on “operation.” Through the pretest, posttest, observation, worksheets, interview and related documents, the findings of this research were as followed: 1. Before remedial instruction, students’ difficulties in learning “operation” included computational error and the inability to understand the laws of operation and so on; 2. The interactions between teacher and students, providing different solutions of problems and opportunities for students to present orally could stimulate and help students to think and to learn “operation;” 3. The culture-situated activities “Matsu Festival” could help students have a better understanding of the culture and enhance their interest in learning. And after remedial instruction, students’ performance in the post-test was better than the performance in the pre-test. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。