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題 名 | 分數的整數倍教學實驗=Teaching Experiment of Integer Times of Fraction |
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作 者 | 胡蕙芬; 李源順; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 2005專刊 民94.12 |
頁 次 | 頁129-153 |
分類號 | 523.32 |
關鍵詞 | 數學威力; 數學能力; Mathematics ability; Mathematics power; |
語 文 | 中文(Chinese) |
中文摘要 | 經過文獻探討後,本研究提出利用概念溝通的表徵模式、分數概念的情境結構、整數除法的語意結構來幫助學童有關分數的整數倍教材的數學能力和數學威力的培養。因此,在教材設計的概念性知識方面,主要運用圖形表徵來協助學童理解分數的概念;在解題性知識方面,兼顧乘法的語意結構、分數概念的情境結構,以提供學童豐富多元的問題情境;在分數的整數倍運算的程序性知識上,也給予學童單純的計算題,讓學童熟練演算的程序與方法。在教學方法方面,主要讓學生習得如何連結分數概念或加法概念了解分數的整數倍概念,讓學生利用圖形表徵來進行概念上的溝通。進而培養學生的推理能力。 本研究採實驗研究法,教學實驗對象為五年級學童。評量試題採內容效度和專家效度,信度採折半信度。教學前後分別對學童進行前測、後測和延後測,了解學童的學習成效及概念保留效果。最後依據教學成效提出對教學素材、教學活動、教學評量、與教學時機的建議。 |
英文摘要 | From literature review, we suggest that the learning of mathematics ability and mathematics power of integer times of fraction can be help by using representation of conceptual communication, situation structure of fraction conception, and semantic structure of whole number multiplication to design teaching materials. Experimental designs for research, research samples are 29 of grade five. Research data include teaching observation and tests, validity of teaching observation and tests are using expert validity and contents validity, reliability of tests is using split-half reliability, and teaching observation is using triangulation. After teaching experiment, we suggest that the teaching materials of integer times of fraction can use our design to help students to connect, to reason and to communicate with relational concepts, to nurture conception understanding, procedure knowledge, and problem solving of students. The teaching action should thought students learning characteristic using multiple teaching methods for cooperation solving, self solving, and communication with schoolmates. The assessment of teaching should use placement assessment, diagnostic assessment, formative assessment, and summative assessment to instantaneously understand and help students learning. |
本系統中英文摘要資訊取自各篇刊載內容。