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題名 | 建構教學對實施數字常識教學活動之省思=The Reflection of Constructive Teaching to the Execution of Number Sense Activties |
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作者 | 楊德清; 黃明章; Yang, Der-ching; |
期刊 | 國民教育研究學報 |
出版日期 | 20030300 |
卷期 | 10 2003.03[民92.03] |
頁次 | 頁155-188 |
分類號 | 523.32 |
語文 | chi |
關鍵詞 | 建構教學; 數字常識; 教學省思; Constructive teaching; Number sense; Teaching reflection; |
中文摘要 | 本研究之要目的乃是研究者希望從實際的教學行動中,探討建構精神對數字常識教學活動推行之影響的省思。 研究者於本教學行動研究的反思中認為建構精神對數字常識教學活動推行之影響有下列幾點:1.觀念的改變:數字常識教學扮演觸媒的角色,改變了學生對於「數學就是計算」的想法;事實上,多數學生的數字常識能力在教學後皆有成長。2.討論文化的形成:數字常識的學習重視兒童的學習過程,強調合作學習,而建構教學的方式正為兒童架構了良好的學習區,鼓勵兒童從小組討論,分享解題過程中推演與理解其解題方式。3.增進兒童反思得機會:從檢討與反省中反思,學童可以發現自己進步了,而教師亦可瞭解學生的觀念是否正確。 |
英文摘要 | The major purpose of this study was to discuss the affect of constructive teaching to the execution of number sense activities through the reflection. The results of this study indicated that there were some important changes which effect to the execution of number sense activities, including: 1.The change of concept: The teaching of number sense plays a role of catalyst. It changed students' ideas that mathematics is computation. In fact, the teaching of number sense activities through constructive teaching improved sixth grader's number sense ability. 2.The formation of whole-class discussion: The teaching of number sense emphasizes the importance of learning process and cooperative learning. The constructive teaching promotes children to discuss through question and reasoning. 3.It promotes children's reflections: Children could find their improvement through reflection. The teacher also could understand whether students' concepts were correct or not. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。