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題名 | 東方魔板、分數與解題之連結教學活動的研究=A Study of Connection Teaching Activity for the Eastern Magic Board, Fraction and Problem Solving |
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作者 | 楊德清; 黃志敘; Yang, Der-ching; Huang, Zhi-xu; |
期刊 | 科學教育研究與發展季刊 |
出版日期 | 20050300 |
卷期 | 38 2005.03[民94.03] |
頁次 | 頁79-99 |
分類號 | 310.3 |
語文 | chi |
關鍵詞 | 七巧板; 分數; 解題策略; 迷思概念; Tangram; Fraction; Problem solving; Misconception; |
中文摘要 | 本研究之主要目的乃是將七巧板融入分數單元之教學活動,以探討小六兒童常見之分數迷思概念、解題策略與教學後之迷思概念和解是策略改變情形。因此,本研究採立意取樣取某縣市某一中型小學六年級之一班學生,共32位參與本研究。 結果顯示小六兒童常見之分數迷思概念為:1.不知分數為何物;2.無法釐清「部分∼全體」的關係;3.缺乏等分概念等三種。兒童多元的解題策略為:1.善用參考點∼以最小單位為單位量做基礎,2.以小方格為單位進行解題,3.選擇適當大的單位當作參考點,以及4.使用實際測量方式解題等4種策略。 同時,教學後之評量顯示有將近1/3的學生從原本錯誤的解題策略中修正為正確解法,顯示本活動對學生的學習具正面幫助,而且可以有效地幫助兒童發展正確的解題策略。 |
英文摘要 | 32 students from a middle-sized elementary school of Yunlin county joined this study. The purposes of this study were to integrated tangram into the teaching to investigate sixth graders' misconception on fraction, problem solving strategies, and the change of misconceptions and strategies after teaching. Results indicated that three different fractional misconceptions were found which included: 1). Without understanding the meanings of fractions; 2). Without recognizing the relationship between part and whole and 3). Lacking the concept of equal parts. At the same time, four different strategies were used in the class. These included 1). Using benchmark appropriately; 2). Using the smallest grid as a unit; 3). Selecting the appropriate unit as a benchmark and 4). Using real measuring method to solve problems. 50.4% of these students had misconceptions on fraction before teaching, however, only 18.9% of these students without change after instruction. At the same time, about 1/3 of sixth graders could not solve or used the incorrect strategies to solve problem before teaching, however, after instruction they could applied correct strategies to solve problems. This indicates that the teaching has positive help on children's learning of fractions and the use of strategies. |
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