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題 名 | 數學科同質解題層次小組教學模式之理論探究=The Exploration of Theories for the Instructional Model of Learning Teams by HomogeneousLevels of Problem Solving in Mathematics |
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作 者 | 黃儒傑; | 書刊名 | 教育研究 |
卷 期 | 8 2000.06[民89.06] |
頁 次 | 頁149-159 |
分類號 | 310.3 |
關鍵詞 | 數學科; 教學模式; 小組學習; Mathematics; Instructional model; Learning teams; |
語 文 | 中文(Chinese) |
中文摘要 | 本文應用直導教學模式、合作教學模式及數學解題層次三方面的理論基礎,設計出數學同質解題層次小組教學模式。此模式的教學過程,包括準備活動、教材呈現、形成學習小組、小組練習與教學模式。此模式的教學過程,包括準備活動、教材呈現、形成學習小組、小組練習與教師引導、測驗與表揚、教師歸納六個步驟。首先,應用直導學學模式的定向與呈現兩個階段,以建立教學架構,並解釋新概念。其次,應用合作學習模式的形成小組和練習、測驗學習情形、以及表揚得勝小組三個步驟,以進行小組合作學習。但是在小組的形成上,則是先依數學解題層次的差異,區分成同質性的的群體,再依數學能力的差異,分為異質性小組。最後,教師進行綜合歸納,讓學生獲得清楚的概念。此外,本文還提供一個教學實例,做為參考。 |
英文摘要 | This paper applies the theories of direct instruction model, cooperative learning model, and levels of problem solving in mathematics to design an instructional model of learning teams by homogeneous levels of problem solving in mathematics. The steps of this model include preparatory activities, presenting materials, forming learning teams, teams practices and teacher direction, testing and rewarding, and teacher concluding. First, this model applies the orientation and presentation phases of direct instruction to establish the framework of the lesson. Second, this model applies the steps of forming teams and practicing, testing students, and team recognition to implement cooperative learning. The teacher divides students into homogeneous groups according to mathematics ability. Finally, the teacher concludes the content of this lesson and provides students the clear concept. In addition to above, this paper provides an example of this model. |
本系統中英文摘要資訊取自各篇刊載內容。