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題名 | 創意教學--「三角形」的教學活動=Innovating Instruction--The Lesson Plan of Triangle |
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作者 | 洪素敏; 楊德清; Hung, Su-min; Yang, Der-ching; |
期刊 | 科學教育研究與發展季刊 |
出版日期 | 20030900 |
卷期 | 32 2003.09[民92.09] |
頁次 | 頁41-54 |
分類號 | 310.3 |
語文 | chi |
關鍵詞 | 創意教學; 三角形; 溝通; Innovating instruction; Triangle; Communication; |
中文摘要 | 本文的主要目的乃是針對教學者本身以往在教國小三年級學童的「三角形」這個單元時,自覺只是在灌輸孩子一些幾何的名詞,例如:這個就是邊、頂點和角;有三個角的封閉圖形就是三角形,並沒有去考慮到孩子是否真正的理解這些語詞的涵意。在對數學教育有了更多的體悟後,瞭解到對數學知識的真正瞭解來自於學習者自己的經驗,以及對這些經驗的反思,無法經由他人的直接教導而學得。數學老師的工作不是在教數學,而是佈置學習情境,引導孩子在經歷不同的學習情境下能夠進行反思,並產生意義化的理解,進而與他人溝通、對話。因此,教學者嘗試改變教法,並以不同的面貌去呈現這個主題,希望藉由此種創造不同學習情境的教學,以引導兒童進行有意義的學習,並且在課程結束後仍對這些概念有所保留。 |
英文摘要 | The major purpose of this article was to illustrate the innovating instruction of the topic-“triangle” for the third graders. From the experience of the classrooms, it is considered that the curriculum is only to instill into children some geometric nouns, such as the sides, the apexes and the angles. A closed graph with three angles is usually to be named as a triangle without thinking about children’s mathematics education that real understanding for mathematics knowledge comes from the learners’ experience, and the experiences introspection. The mathematics knowledge cannot come thought directly from other people’s teaching. Mathematics teacher’s job is not to teach mathematics directly, but to lead children to do meaningful learning, to reflect their learning, and to communicate with their classmates. Therefore, we not only try to change our teaching methods and apply multiple ways, but also to lead students to construct their understanding, to make meaningful learning, and to maintain the concepts well for a long time. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。