國小高年級不同版本數學備課用書比與比值相關單元提示層次與形式之內容分析

本研究目的在探討臺灣國小數學備課用書比與比值相關單元，中引發學生概念理解之提示層次與形式之分布與其相關性。本研究採用內容分析法，以「區塊」為分析單位，針對九十七年國民中小學九年一貫課程綱要數學學習領域所編製而成，提供國小教師準備課程使用的教師手冊與專用課本等，統稱為備課用書，並選定K版、N版及H版本為研究對象。經研究發現，三個版本備課用書在教學指引的提示層次方面，皆偏向關聯性理解層次；在提示形式方面，皆以資訊提醒形式呈現較多，如 N版以提供老師教學活動學生可能的回答反應居多；K版與H版則提供老師教學活動進行的建議及如何提問來幫助學生概念理解居多。三個版本在告知訊息呈現較少，皆以告知老師解題策略之訊息為主。三個版本在關聯性理解層次皆以資訊提醒呈現的組合相關次數較高，其中以K版本採用兩種提示形式，呈現在關聯性理解層次的比例高於N版與H版本。

關鍵字

數學備課用書；比與比值相關單元；教學指引內容

並列摘要

The purpose of this research was to explore the distribution and correlations of the teaching prompt levels and forms used in ratio related topics that help students to develop conceptual understanding of ratio. This research adopted the content analysis method and uses the "block" as the analysis unit. Content Analysis was conducted to analyze from Grade 6 teaching manuals. These teaching manuals were edited based on the Grade 1-9 Curriculum Guidelines for Mathematics and published respectively by K Publishing, N Publishing and H Publishing. The thesis discusses the findings：In teaching prompt levels, three versions engaged relational understanding. In teaching prompt forms, the three versions were rendered with the information reminder form, for example, the N version provided most of the possible responses of the teacher's teaching activities; the K and H versions provided suggestions for the teacher's teaching activities and how to ask questions to help students understand the concept. In the three versions, there was less presentation of informative information, and the main information was to inform the teacher of the problem-solving strategy. The two teaching prompt levels were highly correlated to the information reminder form of teaching prompts. The two teaching prompt forms reaching relational understanding was higher-proportionated in K version than in N and H versions.