建構取向教學對國中輕度智能障礙學生數學學習成效之研究

The Effect of Teaching Based on the Constructive Approach on Mathematical Learning for Students with Mild Intellectual Disabilities

溫淑雯(Wen-Shu Wen)

指導教授 ： 曾淑賢

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/cycu201100990

摘要

本研究探討建構取向教學對國中輕度智能障礙學生數學學習成效。研究設計採用單一受試研究法中跨行為之多探試設計。研究目的有三：
一、分析建構取向教學對國中輕度智能障礙學生在等差數列學習的成效。
二、瞭解建構取向教學對國中輕度智能障礙學生在數學解題想法的影響。
三、瞭解建構取向教學對國中輕度智能障礙學生在數學學習態度的影響。
研究對象為三位國中輕度智能障礙學生，針對這三名學生進行為時六週共計33節之建構取向教學課程，教材內容是以國中二年級數學等差數列單元。量的分析在教學前、中、後分別進行「等差數列學習成效評量」，應用視覺分析法分析這些學生在等差數列的學習成效；在質性的部分，對學生上課的「學習單」解題想法記錄進行歸納整理與分析，並且透過「數學學習態度訪談大綱」訪談，瞭解學生對整體學習歷程之感受及數學學習態度的變化。
研究結果發現建構取向教學對三位學生學習數學等差數列，具有立即學習成效與保留學習成效。此外，建構取向教學對三位學生學習數學等差數列，解題想法有正向的影響包括：(1)從沒有自己想法或想法有限情況到參與討論後產生自己的結果；(2)從觀望與等待到勇敢嘗試；(3)透過觀摩同儕發表結果自行完成調整想法；(4)能發現錯誤的計算過程到釐清觀念成正確結果；(5)能發現錯誤的解題邏輯到釐清觀念調整成正確結果；(6)能產生不同的思考模式；(7)從在引導下完成問題到能獨立完成延伸問題的練習。
最後，建構取向教學對三位學生的數學學習態度有正向的影響，如面對問題時願意自己先行思考解決辦法，學習態度較積極，且對於自己的解題能力較有信心；學習數學時願意透過與教師及同儕的互動討論，分享與發表自己的解題想法。

關鍵字

學習態度 ； 學習成效 ； 輕度智能障礙學生 ； 建構取向教學

並列摘要

This study adopted a multiple probe design across behaviors of the single subject research method to explore the effects of teaching based on the constructive approach on mathematical learning for students with mild intellectual disabilities. There are three purposes of the study:
1. Analyze the effects of teaching based on the constructive approach on learning of sequence problems among junior high school students with mild intellectual disabilities.
2. Explore the effects of the approach of constructive teaching on students’ thinking process of solving sequence problems among junior high school students with mild intellectual disabilities.
3. Explore the effects of the approach of constructive teaching on attitude toward learning sequence problems among junior high school students with mild intellectual disabilities.
The subjects were three junior high school students with mild intellectual disabilities. These students were given 33 sessions of math teaching based on the constructive approach over six weeks. This course focused on sequence problems for second-year junior high school students. In quantitative analysis, “Assessment of effectiveness of learning sequence problems” was conducted before, during, and after the instruction, and the results were analyzed using the vision inspection method. In qualitative analysis, students’ “worksheets” were analyzed to induce their problem-solving ideas. Besides，based on the interview protocol of math learning attitude, interviews were also conducted before and after the intervention to understand each student’s thinking process and changes in their math learning attitude.
The main conclusions were as follows:
1. The approach of constructivist teaching had immediate effects on the three students’ learning of sequence problems during the intervention phase.
2. The approach of constructivist teaching had effects on the three students’ learning of sequence problems during the maintenance phase.
3. The results show the positive effects of the approach of constructive teaching on the three students’ thinking process of solving sequence problems, that included: (1)from waiting fro answers and being reactive to become brave and proactive; (2) from with no idea or limited ideas, to the students could write down more of their ideas and discuss with each other to obtain their own results; (3)through observing peer presentation, students start to organize their ideas and modify; (4) the students could identify mistakes in computation and further clarify concepts to obtain correct results; (5) the students could identify logical mistakes in problem-solving and further clarify concepts to obtain correct results; (6) the students began to develop different thinking models; and (7) the students could generalize what they had learned to extended problems.
4. The approach of constructive teaching had positive influence on the three students’ math learning attitude. The students would manage to figure out solutions on their own and had more confidence in their problem-solving abilities. Besides, they were more willing to interact and discuss with teachers and peer fellows to share and express their problem-solving ideas.

並列關鍵字

learning effectiveness ； learning attitude ； students with mild intellectual disabilities ； the approach of constructivist teaching

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