解題歷程模式應用於國小五年級數學文字題教學之行動研究

An Action Research on Problem-Solving Process Model Apply to Fifth-grade Mathematics Word Problem Teaching

嚴荷婷(Yen Ho-Ting)

指導教授 ： 湯仁燕

國立臺灣師範大學/教育學院/教育學系教育管理與課程教學領導碩士在職專班/碩士(2023年)

https://doi.org/10.6345/NTNU202300239

摘要

本研究旨在以行動研究法探討解題歷程模式應用於國小五年級數學課程的實施歷程、對學生的影響以及教師的省思成長。本研究以新北市某國小五年級24位學生為研究對象，教材為南一版數學第九冊，共5個單元，共10堂課的時間。
研究透過解題歷程模式設計五步驟課程，搭配教學策略，進行文字題的解題教學，資料蒐集包括：課程設計表、學生學習單、學生學習札記、學生學習經驗問卷、半結構訪談、教師教學省思札記及研究諍友觀察紀錄表等質性與量化資料。研究者根據所蒐集之各項資料進行分析歸納後，所得結論如下：
一、教師在設計與實施解題歷程模式應用於教學的課程方案時，應評估學生需求，進行內容選擇及活動設計，建立正向支持的機制並融入多元評量設計。
二、實施解題歷程模式應用於教學的課程，可提升學生理解題意、提出解題計畫以及自我監控等能力。
三、實施解題歷程模式應用於教學的課程，使學生能積極投入課程，重拾解題信心，培養與他人互動、溝通的良好態度。
四、應用解題歷程模式於數學教學的行動研究，能提升教師教學專業成長知能與省思能力。

關鍵字

解題歷程模式 ； 數學文字題 ； 行動研究

並列摘要

This study aims to use action research to explore the problem-solving process model applied to fifth-grade Mathematics curriculum, the impact on students and reflective growth of teachers. This research takes 25 students in fifth grade of an Elementary School in New Taipei City as the research object. The teaching material are five units from book nine of Mathematics from Nan I Book Enterprise. The process lasts for ten classes.
The research process uses problem-solving process model to design five steps of curriculum, combining problem-solving strategies on the instruction of mathematics word problem teaching. The data collection includes all qualitative and quantitative data, such as: the curriculum designing sheets, exercise sheets, student learning notes, the questionnaire of student learning experience, semi-structured interviews, teacher’s reflection notes and peer observations. The researcher analyzed the collected data and concluded as following:
I. Teacher needs to take students’ needs into account while selecting the contents and designing the activities for the curriculum which uses the problem-solving process model, and needs to establish a positive support mechanism and incorporate multiple assessment designs.
II. By implementing the problem-solving process model into curriculum, students can improve their comprehension of the questions, the ability of proposing a solving plan and self-monitoring skills.
III. By implementing the problem-solving process model into curriculum, students can participant actively in class, regain confidence on solving questions and can cultivate a good attitude on interacting and communicating with others.
IV. By applying the action research on problem-solving process model into mathematics curriculums can help teachers enhance knowledge of teaching professional and reflection ability.

並列關鍵字

problem-solving process model ； mathematics word problem ； action research

參考文獻

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