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題 名 | 分數除法的教學實驗研究=The Teaching Experiment on Fraction Division |
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作 者 | 李源順; 胡蕙芬; | 書刊名 | 臺北市立師範學院學報. 人文藝術類社會科學類科學教育類 |
卷 期 | 36:1 民94.05 |
頁 次 | 頁147-181 |
分類號 | 523.32 |
關鍵詞 | 分數除法; 概念性知識; 解題性知識; Fraction division; Conception knowledge; Problem-solving knowledge; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的在設計一個分數除法教案,然後對國小六年級學童進行教常實驗並與現行一般教師的教學進行成效比較,最後提出教學實驗的建議。本研究採用準實驗研究法,收木資料包括教師的教案、教學錄影、教師和學生的訪談、評量試題等。信度與效度則利用上述資料進行內容效度、專家效度、以及折半信度等方式檢核。經過分數除法相關單元的文獻探討之後,本研究設計的教學素材強調分數除法的概念性知識、程序或知識與解題性知識。在概念性知識方面,運用圖形表徵配合單位量轉換的觀點來協助學生理解分數除法的概念;在程序性知識方面,利用各種題型讓學生利用課餘時間練習;在解題性知識方面,布題兼顧語意結構與情境結構,以及非例行性的問題,提供學生豐富的解題情境。在教學活動方面,本研究強調溝通討論的教學方式,讓學生在溝通的過程中從圖形表徵與單位量轉換的意涵,利用概念對比的方式與簡化問題的方式與簡化問題的方式讓學童了解所學概念中的異同,同時也利用非分數除法問題檢測學生是否有假性了解的情形。研究結果發現本教學實驗優於傳統教學方式。最後,本研究又思教學成效提出分數除法相關教學素才、教學活動、教學評量與教學時機的建議。 |
英文摘要 | The purpose of research is to design a teaching plan for fraction division, to make teaching experiment with six grade of elementary school, and to compare its’ effect with teaching of general teachers, finally to make suggest for teaching fraction division. The methodology is quasi-experimental method. Data collected by teaching plan, teaching video, teacher and students’ interview, and assessment testing. Reliability and validity are checked with content validity, expert validity, and split-half reliability by above data. After literature investigation, our teaching material emphasize on conception knowledge, procedure knowledge, and problem-solving knowledge. In conception knowledge, we use graphic representation with unit transformation to help students to understand fraction division conception. In procedure knowledge, we plan many types of fraction division for students to drill. In problem-solving knowledge, we consider semantics structure, situation structure, and non-routine problem for students’ learning. Our teaching actions emphasize communication teaching, and problem. At the same time, we use non-division problem of fraction to check students’ conception of learning. The result of teaching experiment is better than tradition teaching method. Finally, we reflect on this teaching and recommend about teaching material, teaching action, teaching assessment, and teaching suitable time. |
本系統中英文摘要資訊取自各篇刊載內容。