- 學位論文
討論式策略融入國小三年級數學協同教學之行動研究
An Action Research of Integrating the Strategies of Discussion and Team Teaching in the Third-Grade Mathematics Class
摘要
本研究目的旨在探究討論式策略融入國小三年級數學協同教學的實施現況。研究者在國小三年級教室情境中，應用協同教學於數學教學，並從課程內涵中適切地融入討論式數學教學，來探索與瞭解學生的學習成就與學習態度的改變，以及教師面臨的困境，並紀錄行動歷程以提供教師們參考。 本研究採行動研究法，於九十四學年度第二學期實施（自九十五年二月至六月止），針對任教班級的三十四名三年級學生，實施為期十九週數學課程；資料來源包括定期評量考査、數學學習態度問卷、教學錄影、晤談、學習心得表與教師省思札記等；本研究以質性探討為主，資料分析採Patton(1990)建議的步驟，將彙整原始資料加以組織、分類與編輯成為資料檔，其後依研究問題與發現的類型進行歸納為重要目錄，從中進行深入分析。研究結果發現： 一、本研究由於協同教學內容多元豐富、分組討論增加互動思考的機會、發表有助於澄清學生的數學概念，使學生覺得數學成績有進步。 二、本研究由於能促使學生上課專心、增進學生學習數學的興趣、降低學生對數學的恐懼等，對學生數學學習態度有正向提升。 三、本研究的實施歷程中產生分組討論秩序不佳、教學進度落後、發表無法清楚表達等困難，透過教學團隊的省思與修正行動策略並實踐。 四、研究者透過教學團隊的反省、評估、修正、實踐行動策略的歷程，而獲得提升課程規畫設計能力、教學能力成長、教學心態轉變等專業成長。 研究者透過此行動歷程，除了提升了學生的學習成就、學習態度之外，也提升了教學技巧和行動研究能力。本研究歷程可供後續實施「討論式策略融入數學協同教學」的教學者參考，可根據教學團隊的特性而採取不同的協同教學模式，並分析學生的學習特性，針對學生所學習的數學單元主題，適切地融入討論式數學教學，以探究此教學法對學生概念發展所產生的影響。
並列摘要
The aim of this study was to explore the current practice of integrating the strategies of discussion and team teaching in the third-grade mathematics class.The study would explore students’ learning process, understand the changes of students’ learning result and attitude, present teachers’ difficulties in teaching, and provide the documentary record of the entire project for teachers’ reference. Based on action research, the study designed and implemented a 19-week mathmatics curriculum for the 34 third graders in the researcher’s class from February to June in 2006. The data of the research came from periodical assessments, mathematics attitude questionnaires, the video-taping of the teachers’ teaching, the record of the interviews and feedback from students, the reflective journals from the teachers. As a qualitative research, the study adopted Patton’s (1990) suggestion to analyze all collected raw data by organizing, categorizing, and compiling. The goal was to form its own research outline according to the result of the data analysis through survey. The results of this research are in the following: 1. The research shows that students have made great progress in mathmatics because of the strategies of team teaching and discussion. The former attracts students due to its multiple and abundant teaching content while the latter offers students more chances to talk and think and helps them clarify their concepts of mathematics. 2. The research indicates that students cultivate a positive learning attitude toward mathematics since they concentrate on the learning, become more interested in the subject, and are no longer afraid of mathematics. 3. The research finds that there are many problems coming in the program like the poor class management due to group discussion, the falling behind of the teaching schedule, and students’ difficulties in clear expression, etc. The teaching team needs to reflect on itself to solve these problems. 4. The research proves that the teaching team gains its professional growth in the attitude, teaching competence, and the capacity of curriculum planning due to the process of the continuing reflection, evaluation, correction, and implementation. Through this action research, the researcher improves not only students’ learning attitude and result, but also her teaching skill and the capacity of engaging in an action research. For those who are interested in the topic of integrating discussion and team teaching strategies into math teaching, the research suggests that the pattern of the team teaching can change according to the characteristics of the teaching team, students’ learning traits should be analyzed in detail, and then the research can be conducted by applying the strategies into the teaching program and explore their influence on the students.