一個情境認知取向教學活動的發展與實踐－以“因數大老二”為例

The Development and Practice of Situated Cognition Teaching Activities in the Factors Unit-Using Poker Games as an Example

黃國勳(Kuo-Hsun Huang) ； 劉祥通(Shiang-Tung Liu)

《科學教育學刊》 14卷1期 (2006/02) Pp. 1-27

https://doi.org/10.6173/CJSE.2006.1401.01

摘要

本文的研究者鑑於實際因數教學的問題，設計了情境認知取向的教學活動，期能改善學童因數學習的效果。本研究採用合作行動研究的方式，進入二班五年級的教室現場。透過理論與實際的辯證，專業與實務的對話，和二個實驗班級的試行，精緻了教學方案的內容。方案實踐的結果也發現透過情境活動（撲克牌遊戲）學生顯現正向的情意表現，能使多數學生強化因數的概念，且促進深度的數學思考，引發生產性的解題策略，並使日常生活經驗與數學知識產生連結。

關鍵字

因數 ； 合作行動研究 ； 情境認知

並列摘要

In order to help overcome the difficulties students have learning factors, the authors designed teaching activities from the viewpoint of situated cognition. These activities were implemented in two fifth grade classes. The study was conducted using a cooperative action inquiry approach with the authors and an elementary teacher working as a team. The team interaction produced rich dialogue between theory and realistic matters, professional expertise and pragmatic practice.
The results of this study showed that the teaching activities (poker games) demonstrated students' positive attitudes toward learning, enhanced students’ concepts of factors, deepened students' thinking, induced productive strategies in solving problems, and united students' daily life experiences with school math.

並列關鍵字

Factors ； Cooperative Action Inquiry ； Situated Cognition

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