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題名 | 數常識情境教學活動融入國小三年級數學科教學之研究=The Study of the 3□ Graders' Mathematics Teaching Integrating the Number Sense Situated Activities |
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作者 | 楊德清; 吳宛儒; | 書刊名 | 科學教育學刊 |
卷期 | 15:6 2007.12[民96.12] |
頁次 | 頁647-669 |
分類號 | 523.32 |
關鍵詞 | 三年級; 真實數學; 過程導向教學; 數常識; 數常識情境活動; 3□-grade; Realistic mathematics; Process-oriented teaching; Number sense; Number sense situated activities; |
語文 | 中文(Chinese) |
中文摘要 | 本研究將數常識(Number sense)情境教學活動融入國小三年級課室中,主要目的在了解兒童解數常識情境問題之表現,並探討數學課室之教學歷程。因此,本研究採個案研究法,以一班三年級的學生為對象,實施過程導向教學,以探究數常識情境教學的成效。研究結果顯示,學生在教學前後之相同數常識測驗成績經由t檢定分析,結果達顯著水準( .alpha.< .01),此顯示學生在教學後,不但數常識能力有明顯之增長,原課程之教學目標亦可達到。更由教學中的師生互動、學生的解題記錄和觀察資料中發現,數常識情境教學活動不但建立了學生的數概念,也提升了學生的數常識能力,培養學生閱讀題目的習慣,增進學生對題意的理解。此外,過程導向教學有助於提升學生的數常識,透過教師的鼓勵與同儕間的互助合作,提升了學生的學習意願,建立學習的信心。 |
英文摘要 | This study integrated the number sense into the 3rd graders' mathematics teaching activities, and then investigated students' number sense performances in their learning processes. One 3rd-grade class was purposefully selected from Tao-Yuan County in north Taiwan. The results of the T-test showed that students not only had better performance on number sense, but also achieved the intended learning goals. The results on the parallel test indicated that there is a statistically significant difference between pre-test and posttest at .alpha.< .01. This implies that these students' number sense got much progress after the teaching. Moreover, the process-oriented teaching not only promoted students number sense, but also enhanced students' col-laboration, learning motivation and establishing their learning confidence. In sum, the 3rd graders' mathe-matics teaching integrating the number sense situated activities is indeed helpful on developing students' number sense. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。