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題 名 | 動態函數及其運算之教學設計理論與示例=A Dynamic Computer Design for Basic Mathematics Function and Their Operations Instruction |
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作 者 | 謝哲仁; 黃玉玲; | 書刊名 | 美和技術學院學報 |
卷 期 | 21 2002.09[民91.09] |
頁 次 | 頁184-199 |
分類號 | 310.3 |
關鍵詞 | 函數學習; 電腦輔助學習; Function learning; Computer-assisted learning; |
語 文 | 中文(Chinese) |
中文摘要 | 本文針對現有數學函數的教學設計的一些缺失,例如:(a).不注重與生活化的結合,只強調表徵的轉化;(b).太形式化的定義,不注重函數的可操作性;(c).垂直坐標之前,未注意平行座標的引導;(d).函數的算術運算,沒得到應有的重視;(e).函數除代數符號的說明外,應有對應之圖形闡釋等;充分利用幾何軟體GSP的動態視覺化效果,提出新的設計並謀求改善。過去函數的學習,縱然有圖形的說明,但學習者往往不能直接操作圖形,進而作函數的代數式及其運算的學習。而且過去雖有強調圖形的學習,只是被用來說明與代數式的連結而已,並無法從圖形來直正闡釋函數動態的本質及其多元表徵之間的關係。本文設計出函數可操作的情境或活動,讓學習者可以直接藉由滑鼠的運動,來逐點的描繪基本函數的圖形,再藉由參數的設計來操控圖形,使得使用者可以探測、歸納、生成假設,最後再檢驗結果的可能,是傳統式教學的黑板、粉筆及紙張與過去電腦所設計函數的學習觀念所無法比擬的。再者,過去雖然有眾多的數學教育者強調多元表徵的重要,可惜這些表徵如何動態的被連結就少有人設計出。本文的目的就是希冀研發出動態可操作的視覺化環境來學習(i)函數的概念 (ii)函數的運算 (iii)各種基本函數的性質。 |
英文摘要 | In Mathematics curriculum, materials for the concepts and operation of "function" have always intimidated student learning. Many students do not understand its meaning in nature but mimic teachers' problem-solving strategies. Constructivists treat students as subjects for cognition and emphasize the activeness and constructiveness in cognition. Therefore, the final goals for all instructional strategies are to guide students in constructing an individualized body of knowledge by the selves. Technology has constantly advanced itself. The introduction of Windows interface enables us to use a mouse for manipulating icons. The phenomena of putting students in constant control of abstracting the invariance from variances may well comply with the active spirit of constructivism. Traditional computer-assisted learning (CAL) design focuses mainly on drills and question displays and stresses upon computer-managed tutorials or programmed learning, and is in fact not compatible with the new curricula. Consequently, in view of CAL as instructional and learning tools, where the computer serves as an instrument, teachers may see the urgent needs of designing instructional instruments or student helpers in accordance with the features of curriculum and materials. Thus, this study takes the functions as contents of instruction to construct dynamic-linking examples of multiple representational learning situations in the hope of contributing to the future development of electronic textbooks. |
本系統中英文摘要資訊取自各篇刊載內容。