遊戲教學融入實作評量應用於國小二年級數學領域之行動研究

An Action Research of Intergrating Play Teaching and Performance Assessment in the Second Grade Mathematical Class

鄒美婷(Mei-Ting Tsou)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2006年)

https://doi.org/10.6840/cycu200600220

摘要

摘要

在九年一貫數學領域基本理念中提及，數學課程的發展應特別強調以生活為中心，提供適合學生能力與興趣的學習方式。遊戲是學生們的最愛，多數學者也認同遊戲可以是教育孩子的一個媒介，以遊戲的方式，可以讓學生快樂的學習數學、提升學生對數學的學習興趣，並可以建立學生良好的學習態度，讓學生們在遊戲中成長。完整的課程需包含教學與評量，不可偏廢；實作評量為評量多元化方式之一，強調評量之目的在於評鑑知識、理解化為行動的能力，堪稱為最接近實際生活經驗的評量方式，足以展現九年一貫課程之精神。

本研究擬以遊戲教學融入實作評量應用於國小二年級數學領域之教學，透過行動研究的方式，蒐集研究過程中所使用的數學興趣量表、實作評定量表以及晤談、教學日誌、省思札記、定期評量成績等資料，探究本研究對於國小二年級學童在數學學習成就、興趣、技能三方面之影響，以及教師專業知能成長之增進。

本研究彙整研究結果有以下四項發現：
一、實施遊戲教學融入實作評量應用於國小二年級數學領域之教學對於學生學習成就影響有顯著之進步。
二、遊戲教學融入實作評量對國小低年級學生在數學領域學習的興趣表現有增進之效果。
三、遊戲教學融入實作評量之策略對國小低年級學生在數學領域學習的技能表現有顯著提昇之效果。
四、經由實施遊戲教學融入實作評量之策略，可以有效增進教學者之專業知能，並對未來之教學工作有所裨益。
研究進行從設計到實施，在遊戲教學與實作評定量表的實施上，會受限於時間與場地的因素，而學生的學習指導以及研究人員的調配也是要考量的一部份。應配合課程善用不同的遊戲與多元評量的方式則是對未來教學與研究之建議。

關鍵詞：遊戲教學、實作評量、數學領域、行動研究

關鍵字

遊戲教學 ； 行動研究 ； 實作評量 ； 數學領域

並列摘要

Abstract

The basic principle of nine-year integrated curriculum in teaching Mathematics indicates that the development of mathematic curriculum should base on life experience and provide the learning style that fits students’ ability and interests. Playing games is always students’ favorite. A majority of scholars considers games could be a media to facilitate learning, increase learning interests, and establish good learning attitude. A completed curriculum design includes both teaching and assessment. One of the various assessments is performance assessment which aims at evaluating knowledge and ability of transforming understanding into action. It is believed to be the closest assessment to life experience which corresponds to the principle of nine-year integrated curriculum.

The purpose of the study is to explore the effectiveness of integrating play teaching and performance assessment into mathematical course in the second grade of an elementary school. The methodology of the study was based on action research. ‘Mathematical interest scale’, ‘Performance assessment scale’, score of school periodical assessment, interview, teaching diary, and reflective journal were collected from both the students and teacher. From the data analysis, the effectiveness was investigated in terms of the teacher’s professional growth, the second graders’ learning achievement, interests, and skills. The findings show that: 1) there was significant improvement of the students’ learning achievement; 2) the students’ interests of learning mathematics had increased; 3) the students’ mathematical learning skills had improved; 4) the teacher’s professional knowledge had advanced which was believed to benefit future teaching.

The relevant factors such as time control, teaching place, tutorial activity, and allocation of researchers could affect the implementing of the integrated course. Suggestion was made for future research that different games and assessments should be used in corresponding to different curriculum.

Keywords: Play teaching, Performance assessment, Mathematics, Action research

並列關鍵字

Action research ； Mathematics ； Performance assessment ； Play teaching

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