數學閱讀策略融入國小四年級數學教學之行動研究

本研究以研究者所任教之桃園市某公立國民小學四年級的一個班級學生為對象，以行動研究為主要方法，探討行動教師實施數學閱讀理解策略教學所遭遇的困境和解決策略、對學生在數學文字問題解題及文本閱讀能力上的影響，以及教師的省思與自我成長。本研究透過教學觀察、學生訪談、教師省思札記、研究會議紀錄及蒐集學生筆記作品等相關資料，進行整理、歸納、分析並檢視教學與學生的學習成效。過程中不斷反省修正得出研究結論為：一、數學閱讀理解策略融入教學後所遭遇的困難與解決方法有三：（一）數學閱讀學習單因造成家長的負擔及困擾，經溝通協調後，讓學生在校完成並同時可觀察學生學習狀況，適時給予指導。（二）雖無法解決教學時數不足的問題，教師在進行教學時，應給予學生充足的閱讀時間，並讓學生多參與分組討論及口頭發表機會。 (三）教師無法顧及所有學生的學習，尤其對低成就學生而言，教師需花更多心力與耐心，運用數學閱讀補救教學的方式來協助學生。二、數學閱讀理解策略融入教學，有助於學生文字問題解題及提升學生數學文本閱讀能力，尤其在低成就學生上明顯看出成效。三、研究者實施數學閱讀教學活動後，不但本身在數學教學專業更精進，觀察學生的學習狀況也更具敏銳度。根據上述研究結論，對未來教學及研究上提出建議，以作為日後研究者之參考。

關鍵字

身教式持續性安靜閱讀；數學閱讀；閱讀理解策略

並列摘要

This study is an action study conducted in a class of fourth graders of a public elementary school in Taoyuan City. The study aims to investigate the problems a teacher had faced during conducting mathematical reading strategies into fourth grade learning of mathematics and the teacher’s strategies to solve them. The study records the influence of students on the problem solving and text reading of mathematics teaching and the teacher’s reflection and self-development as well. The following information is collected and analyzed: teaching observation, interviews with the students, teachers' reviews, seminar records, student’s notes are used to evaluate learning outcomes. The conclusion of the thesis is as follows: 1. After the integration of reading and understanding strategies into mathematics teaching, the difficulties and solutions encountered are as follows: (1)The mathematics reading study list will cause parents' troubles. The current revision is to allow students to complete the study at school, and at the same time, the students' learning status can be observed and the teacher can give guidance at the right time. (2)Although it is impossible to solve the problem of insufficient teaching hours, teachers should give students sufficient reading time and encourage students to participate in group discussions and oral presentation opportunities. (3)Although teachers can't take care of all students' learning, especially for low-achieving students, teachers need to spend more effort and patience to apply mathematics reading and remedial teaching to help students. 2.To integrate mathematics reading strategies into teaching can improve students' ability to read and solve mathematics texts problem, especially in low-achieving students. 3. After implementing the mathematics reading teaching activities, not only the teachers themselves are more advanced in the mathematics teaching, but also teachers can better understand the students' learning situation. With the results of the above research, I hope that it will be helpful for the future teacher and researcher.