建立立體心像教學活動之國小體積課程設計本位研究

A Design-Based Research Study on Developing the Teaching Program of Volume for Elementary Schools

楊凱翔(Kai-Hsiang Yang) ； 葉淑珍(Shu-Chen Yeh) ； 譚寧君(Ning-Chun Tan)

《國立臺灣科技大學人文社會學報》 10卷3期 (2014/09) Pp. 225-252

摘要

現行體積教材主要偏重於公式符號的計算，學生盲目的套用公式，碰到非例行性的問題，就不易發展解題策略成功解題。有鑑於此，本研究之目的為發展國小體積立體心像教學活動，結合資訊科技與實體教具發展教學教材，透過研究社群之合作，以設計適切的教學方案，嘗試解決學生建立體積心像時遇到的困難。研究採用設計本位研究法，透過五人教師團隊，採用教師協同教學設計策略，從研究社群的討論、教學實踐、評鑑與反省，以及不斷修正的循環過程，發展體積教學方案。本研究之研究對象為桃園縣某國小四年級之98位學生。研究結果說明如下：（1）本研究發現，數位教具與具體教具各有其優勢，教學上不可偏廢任何一項；協同教學夥伴具有各自的專業知能，於教學設計上能給予彼此好的建議與回饋；教學時間的掌控與學生的學習情形須隨時留意，讓學生在有限的時間下能獲得最大的學習效果；（2）學生在學習體積教學方案後，除能化解迷思概念，更可建立2D與3D表徵轉換、心像操弄的空間視覺化能力，及其空間定位能力，進而提升體積計數的能力。最後，根據研究結果提出建議，以供未來相關研究之參考。

關鍵字

立方體計數 ； 空間能力 ； 協同教學設計 ； 設計本位研究 ； 體積教學方案

並列摘要

The volume teaching materials puts particular emphasis on computation of mathematical formula. Students usually use mathematical formula to solve mathematical problems so that they fail in special questions with the wrong problem solving strategies. For this reason, this study aims to propose an appropriate volume-teaching program and solve problems encountered in a real teaching environment. In this study, a design-based research method was adopted. Several problems are found through the strategies of collaborative teaching design, the use of a combination of physical manipulative and digital teaching materials, research community discussions, teaching practice, evaluation, reflection, and the constantly cyclical process of revision. The participants of this study were 98 fourth graders of an elementary school in Taoyuan County in Taiwan. The results of this study are as follows. (1) The digital materials and physical manipulative materials have advantages in teaching aspect, and neither can be neglected. Collaborative teachers possess their own professional abilities as educators, and can provide good suggestions and feedback for teaching programs with each other.Teachers should take care over the regulation of teaching time and the learning process of students, and let students to obtain the best learning effect within the limited amount time available. (2) After applying the volume-teaching program in the classroom, the students not only get rid of misconceptions, but also promote the ability of spatial visualization and representation transformation for 2D and 3D. Spatial orientation ability is achieved as well. As a result, the volume-counting ability is enhanced. Based on the results of this study, some suggestions are proposed as references for future study.

並列關鍵字

Collaborative teaching design ； Cube counting ； Design-based research ； Spatial ability ； Volume-teaching program

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