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題名 | 輕度智能障礙學生數學科過程本位教學成效研究=The Effectiveness of Process-Based Instruction on Math Problem-Solving for Students with Mild Mental Retardation in the Elementary School |
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作者 | 陳政見; 陳志宏; Chen, Cheng-chien; Chen, Chin-hung; |
期刊 | 東臺灣特殊教育學報 |
出版日期 | 20021100 |
卷期 | 4 2002.11[民91.11] |
頁次 | 頁77-118 |
分類號 | 529.62 |
語文 | chi |
關鍵詞 | 過程本位教學; 輕度智能障礙; 數學解題; 類化效果; Mild mental retardation; Process-based instruction; Mathematics problem solvint; Generalization; |
中文摘要 | 本研究旨在探討「過程本位教學」對國小資源班輕度智能障礙學生數學科學習的相關成效。研究內容包括:「數學科加減法應用問題」的解題效果,以及「書局實際購物」的類化效果等二部份。「過程本位教學」模式包含了「介紹」、「建立」、「鞏固」「統合」和等四個階段,而每個階段也都使用「定向」、和三種教與學的循環策略,以確定「計畫」概念和技能被學生吸收,「習得」「應用」並且類化到學生既有的知識基礎裡。所有計畫內容的擬訂均需包含「線索」、「行動」、「監控」和「驗證」四種關鍵性計畫要素,有效管理、修正、監督自己的計畫行為和問題解決的過程。 本研究採準實驗不等組前後測設計,實驗組接受12 節次之「過程本位教學」方案實驗處理,而控制組仍接受一般數學科補救教學。本研究依據實驗組與控制組在前測階段、後測階段、保留階段「數學科加減法應用問題測驗」和「書局購物測驗」的得分情形進行單因子共變數分析,並以計畫內容分析和晤談內容分析的方式,針對實驗組在購買文具過程中對於「計畫」擬訂和應用情形加以探討。 綜合研究分析結果,本研究獲得以下結論: 一、「過程本位教學」對國小資源班輕度智能障礙學生「數學科加減法應用問題」具有顯著的解題效果。 1. 研究結果發現,實驗組經「過程本位教學」後,在後測階段其「數學科加減法應用問題」的解題表現均明顯優於控制組。 2. 研究結果發現,實驗組經「過程本位教學」後,在保留階段,其「數學科加減法應用問題」的解題表現均明顯優於控制組。 二、「過程本位教學」對國小資源班輕度智能障礙學生「書局實際購物」具有顯著的類化效果。 1. 研究結果發現,實驗組經「過程本位教學」後,在後測階段其「書局實際購物」的類化情形均明顯優於控制組。 2. 研究結果發現,實驗組經「過程本位教學」後,在保留階段,其「書局實際購物」的類化情形均明顯優於控制組。 |
英文摘要 | The main purpose for this study was to investigate experimental effectiveness of process-based instruction (PBI) on math problem-solving and generalization for students with mild mental retardation in the elementary school. PBI model, which was advocated by Ashman and Conway that included four phase: instruction, establishment, consolidation, and incorporation, and all phases also use three teaching-learning circulating strategies: Orientation, Acquisition, and Application, and all plans must obey four planning components: Cueing, Acting, Monitoring, and Verifying. This study use quasi-experimental nonequivalent-control group design. Subjects were divided into two groups: experimental group (N=9) and control group (N=9), in each group, there were 7 boys and 2 girls. Experimental group (PBI instruction) were given three sessions of PBI intervention for four weeks .Two assessed tools :‘ Mathematics Addition and Subtraction Problem-Solving Test ’and ‘bookstore shopping rating scale ’were by use in this study. The conclusions drown from the study are as follows: 1.The effectiveness of PBI on improving mathematics addition and subtraction problem-solving abilities is significant at post-test. 2.The effectiveness of PBI on improving mathematics addition and subtraction problem solving abilities is significant at maintain phase. 3.The generalized effectiveness of PBI on bookstore shopping skill is significant at post-test. 4.The generalized effectiveness of PBI on bookstore shopping skill is significant at maintain phase. |
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