小數診斷教學研究

A Study for Diagnostic Teaching on Decimals

劉曼麗(Man-Li Liu)

《科學教育學刊》 13卷1期 (2005/03) Pp. 29-52

https://doi.org/10.6173/CJSE.2005.1301.02

摘要

本研究旨在探討小數診斷教學的實施情形和學生在迷思概念的改變情形。根據診斷教學的理念，以診斷迷思概念、製造認知衝突和調整認知三步驟，融入於正規的小數教學中。高雄和屏東地區的國小四、五年級學生各一班，共四班98人參加教學實驗之研究。資料蒐集的方式包括筆試、教學原案轉錄、學生習作和訪談，而資料分析的方式包括質性和量性的分析。本研究結果顯示，診斷教學對學生能有效地改變學生的小數迷思概念，並對學生在小數的學習上也有立即提昇及保留的效果。在診斷教學過程中，四年級教師於課堂上進行了七類迷思概念的診斷教學，而五年級則進行三類。製造認知衝突的策略有五類，分別是二對一法、反向法、一對多法、引入參考值法和表徵法；而調整認知的方法有四類，分別是透過具體物的操作、直接連結純小數與分數的關係、透過等分槪念和利用多單位記數系統。

關鍵字

診斷教學 ； 小數

並列摘要

The main purpose of this study was to explore the process of diagnostic teaching on decimals and the effects on students' misconceptions. Subjects were 98 students in grades 4 and 5 from four classes in four elementary schools from south Taiwan. Data were collected from written tests, videotapes of teaching, and interviews. Data analysis was conducted using both quantitative and qualitative aspects. During the process of diagnostic teaching, (a) seven misconceptions for fourth graders and three misconceptions for fifth graders were diagnosed, (b) five strategies of provoking cognitive conflict were implemented, two-to-one, reverses, one-to-many, using referents, and representations, and (c) four ways of clarifying misconceptions were used, manipulating concretes, connecting pure decimals and fractions, dividing into equal parts and using a notation system. In addition, the main results indicate that (a) diagnostic teaching can raise and retain the results of students' performance on decimals, and (b) diagnostic teaching can overcome students' misconceptions of decimals.

並列關鍵字

Diagnostic Teaching ； Decimals

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