知覺(jué)與關(guān)鍵概念面質(zhì)教學(xué)策略對(duì)國(guó)

1、國(guó)小教師對(duì)建構(gòu)式數(shù)學(xué)知覺(jué)與關(guān)鍵概念面質(zhì)教學(xué)策略對(duì)國(guó)小四年級(jí)學(xué)生數(shù)學(xué)概念改變及數(shù)學(xué)成就之影響指導(dǎo)教授：丁振豐博士學(xué)生：陳琪瑤摘要本研究包含三個(gè)子研究，研究一研究目的為：藉由問(wèn)卷瞭解國(guó)小現(xiàn)場(chǎng)教師對(duì) 建構(gòu)式數(shù)學(xué)的知覺(jué)及實(shí)施建構(gòu)式數(shù)學(xué)教學(xué)時(shí)的困境。研究二研究目的為：藉由訪 談與研究一之問(wèn)卷結(jié)果交互驗(yàn)證，探討國(guó)小教師對(duì)建構(gòu)式數(shù)學(xué)的可能誤解及實(shí)施 建構(gòu)式數(shù)學(xué)教學(xué)困難。研究三目的則在於：一、依據(jù)研究一、二的結(jié)果，參考建 構(gòu)主義和概念教學(xué)的理論及相關(guān)研究，發(fā)展一套國(guó)小學(xué)生數(shù)學(xué)關(guān)鍵概念面質(zhì)教學(xué) 模式。二、探討關(guān)鍵概念面質(zhì)教學(xué)模式教學(xué)，對(duì)國(guó)小四年級(jí)學(xué)生數(shù)學(xué)概念改變及 數(shù)學(xué)成就之影響。研究三採(cǎi)準(zhǔn)實(shí)驗(yàn)研究，以研究者擔(dān)

2、任導(dǎo)師班級(jí)為實(shí)驗(yàn)組，同學(xué) 年其他班級(jí)隨機(jī)抽樣30位學(xué)生當(dāng)控制組。實(shí)驗(yàn)教學(xué)所得資料，量化部份以學(xué)生 瑞文式智力測(cè)驗(yàn)、三年級(jí)下學(xué)期定期評(píng)量數(shù)學(xué)成績(jī)?yōu)楣沧兞浚詥我蜃庸沧償?shù)分 析統(tǒng)計(jì)法進(jìn)行資料分析；質(zhì)性資料部份則以上課語(yǔ)料進(jìn)行分析，以課後訪談和學(xué) 生學(xué)習(xí)日誌內(nèi)容進(jìn)行三角交叉檢測(cè)。分析結(jié)果發(fā)現(xiàn)：一、成就測(cè)驗(yàn)部份，實(shí)驗(yàn)組優(yōu)於控制組；定期評(píng)量部份，實(shí)驗(yàn)組平均數(shù)高於控制組但未達(dá)顯著水準(zhǔn)。二、學(xué)生在關(guān)鍵概念面質(zhì)教學(xué)過(guò)程中確實(shí)發(fā)生概念改變。本研究綜合研究一、二、三之結(jié)論為:建構(gòu)主義取向教學(xué)是一種注重學(xué)習(xí)者認(rèn)知基模是否發(fā)生改變的教學(xué)，而不只是展示解題歷程的教學(xué)二、建構(gòu)主義取向教學(xué)過(guò)程以學(xué)習(xí)者內(nèi)在對(duì)話進(jìn)而進(jìn)行群體外

3、在對(duì)話，針對(duì)關(guān)鍵概念面質(zhì)；而非著重引導(dǎo)學(xué)生進(jìn)行各說(shuō)各話式的討論三、建構(gòu)主義取向教學(xué)能提升學(xué)生反思能力，而順利將習(xí)得概念遷移至解決較複雜認(rèn)知層次之問(wèn)題；並不會(huì)使學(xué)生在數(shù)學(xué)評(píng)量上成績(jī)低落四、建構(gòu)主義取向教學(xué)，是尊重學(xué)習(xí)者的適性教學(xué)；而非要求學(xué)生拆解呈現(xiàn)先前解題歷程，使用冗長(zhǎng)繁瑣而唯一的解題格式五、建構(gòu)主義取向教學(xué)以面質(zhì)學(xué)生迷思概念為教學(xué)重點(diǎn)，因此能在目前小 學(xué)編排之?dāng)?shù)學(xué)教學(xué)時(shí)間內(nèi)順利進(jìn)行最後本研究依據(jù)研究結(jié)論，對(duì)小學(xué)教師、教科書(shū)編輯委員及審查委員、後續(xù) 研究者提出幾點(diǎn)建議，期能有助於改善未來(lái)小學(xué)數(shù)學(xué)教育。the concepts of constructivist models of mathem

4、atics teaching inelementary teachers and influence the confrontation style of teachingstrategy in key conceptsadvisor :student : chi-yao chenabstractit is an experimental research on constructivist models of mathematics teaching (cmmt). the researcher attempted to challenge the concepts of cmmt in e

5、lementary teachers, redesign the key elements of teaching mathematics and fix the methods of teaching therefore, this research would be divided into three stages. the first stage tended to examine the concepts of cmmt in teachers who are concerning elementary mathematics teaching. the second stage t

6、estified the results of the survey from the previous stage and interviewed two types of teachers, professional teachers and typical teachers. the purposes of these interviews were to understand the misconcepts of teachers in cmmt and verified the research on stage one. finally, the researcher conclu

7、ded the outcomes from stage one and two, then, redesigned the lesson plans for cmmt. the purpose of this stage was to demonstrate that the precise cmmt would bring up the critical ability of students and improve their mathematics achievement.after doing the step-by-step procedures and testifying the

8、 results of this research, the researcher found that the cmmt is quite doable in taiwan and helpful for students to improve their logical and critical thinking of mathematics. in addition, this finding also proved that adapting cmmt would not lower down the grades of students in their mathematics examinations.nevertheless, the researcher provided several recommendations to teachers, textbook editors and o