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題名 | 國小四年級學童分數概念之診斷教學研究=Study of the Diagnostic Teaching on Fraction for Fourth-Grader Students of Elementary School |
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作者 | 陳明宏; 呂玉琴; Chen, Ming-hung; Leu, Yuh-chyn; |
期刊 | 國立臺北教育大學學報. 數理科技教育類 |
出版日期 | 20050901 |
卷期 | 18:2 民94.09 |
頁次 | 頁1-31 |
分類號 | 523.32 |
語文 | chi |
關鍵詞 | 診斷教學; 認知衝突; 迷思概念; 等分; 簡單分數; 單位量; 等值分數; Diagnostic teaching; Cognitive conflict; Misconception; Equal-sharing; Simple fraction; Units; Equivalent; |
中文摘要 | 本研究旨在探討分數概念診斷教學的成效。研究方法採用教學實驗法,實驗組採用診斷教學,控制組採用小組討論式教學,對國小四年級學童進行分數概念教學。實驗組一班,33 位學生;控制組一班,34 位學生。本研究透過實驗組學童在課堂學習的情況及分數概念後測、學校期中評量的分數試題來檢驗診斷教學的成效。 研究發現,診斷教學法能製造學童的認知衝突,進而達到概念澄清與糾正的效果,有效改善學童的分數迷思概念,主要研究結果如下: 1.接受診斷教學的學童在分數概念課堂的表現有利於學習。 2.接受診斷教學的學童在分數概念後測試題的整體分數概念及各子概念的答對率皆高於接受小組討論式教學的學童。 (1)實驗組學童在整體分數概念及單位量概念、等值分數概念的表現上顯著優於控制組。 (2)兩組學童在等分概念及簡單分數概念的表現上沒有顯著差異。 3.接受診斷教學的學童在期中評量分數試題的整體分數概念及各子概念的答對率皆高於接受小組討論式教學的學童。 (1)實驗組學童在整體分數概念及等值分數概念的表現上顯著優於控制組。 (2)兩組學童在分數類別辨識、單位轉換及簡單分數概念的表現上無顯著差異。 根據研究結果,本研究對診斷教學活動設計、教材、教學、師資培育以及未來的研究方向提出一些建議。 |
英文摘要 | The purpose of this research is to examine the effectiveness of the diagnostic teaching on fraction. The research method is an experiment approach and the lessons of fraction were taught to the fourth grade students of elementary school. The experimental group consisted of 33 students and was instructed by diagnostic teaching and the control group had 34 students and was taught with small discussion groups. The result of the diagnostic teaching is analyzed through comparisons and contrasts between these two groups from three sources: (a)the learning phenomenon in class; (b)performances on a fraction test after instructions were completed; and (c)scores of fraction questions on the school’s midterm. The result of this research reveals that the diagnostic teaching can create cognitive conflicts on students. Through this process, students’ concept can be clarified and corrected, and students’ misconception on fraction can be dispelled effectively. The main research results are reported as follows: 1.Learning phenomenon in class: The diagnostic teaching is beneficial for learning. 2.Performances on the fraction test: The rates of correct answers are generally higher for students with diagnostic teaching than the control group. (a) The students who received diagnostic teaching performed better in the following concepts: the whole fraction concept, unit concept, and equivalent fraction concept. (b)These two groups of students have no significant differences in their performances on the equal-sharing concept and simple fraction concept. 3. Midterm: The rates of correct answers are generally higher for students with diagnostic teaching than the control group. (a) The students with diagnostic teaching performed better in the following concepts: the whole fraction concept and equivalent fraction concept. (b)These two groups of students have no significant differences in their performances on the fraction assortment recognition, unit commutation and simple fraction concept. Meanwhile, according to the research results, this study proposes some suggestions for designing activities of diagnostic teaching, textbooks, instructions, teacher development, and the future research directions. |
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