國小五年級時間乘除法之行動研究

An Action Research on Time Multiplication and Division for the fifth grade Students in an Elementary School.

林盈延(Yin Yan Lin)

指導教授 ： 蔡清田

國立中正大學/教育學院/教育學研究所/碩士(2012年)

摘要

本研究目的在探討國民小學五年級學生在時間乘除法及其先備知識學習所遭遇的困難，並企圖以行動研究法規劃與實施兩循環行動研究方案，評鑑方案實施成效，解決教學現場所遭遇的困難。本研究問題如下：
1.學生在時間乘除法教材所遭遇的困難為何?
2.如何規劃時間乘除法教材的行動研究方案與省思?
3.執行時間乘除法教材行動研究方案的過程與省思為何?
4.評鑑時間乘除法教材行動研究實施成效與省思為何?
本研究透過文獻探討、前測與情境分析發現學生學習問題，依文獻的教學策略與學生學習問題，規劃兩個循環的行動方案。與合作夥伴討論方案的優缺點，並反省與修正後，執行行動研究方案。執行期間善用各種教學策略、活用教材與強化各題型間的異同促進概念發展；有條理的提問和全班討論模式，協助學生搭鷹架，以及有計畫的解題。評鑑後發現學生在時間化聚與過午過日問題、時間乘除法與雙步驟時間文字題答對率有明顯進步。顯示本研究的行動方案能有效提升學生的學習成效，解決學生在時間教材所遭遇的學習困難。

關鍵字

雙步驟時間文字題 ； 行動研究 ； 時間乘除法

並列摘要

The purpose of this study is to investigate the learning difficulties in the time multiplication and division and students’ prior knowledge in the fifth grade. It attempts to use action research planning and implementation of two-cycle action research program, to evaluate the implementation effectiveness of the program, and to address the difficulties encountered in the teaching field. The research questions are as follows:
1. What are the students’ learning difficulties of the time multiplication and division in the textbook?
2.How to plan the time-multiplication-and-division teaching material program for action research and what’s the reflection?
3.What is the implementation process of time-multiplication-and-division teaching material for action research and what’s the reflection?
4. What is the evaluation results and reflections of the action research of time multiplication and division?
Through literature, pre-test and SWOTA analysis, this study found students’ learning problems. Then according to the literature of teaching strategies and students’ learning problems, this study planed the program of action for two cycles. It followed through discussion of the advantages and disadvantages of the program with partners, then reflection and revision, and then performing the action research program. The execution stage involved adopting a variety of teaching strategies, flexibly using teaching material, strengthening the conceptualization of similarities and differences between the various kinds of questions. Structured questioning during class discussion assisted students in scaffolding and solution-planning. The evaluation found that students’ correct rates advanced significantly in the time unit conversion, after noon question, after day question, time multiplication and division, and dual-step wordy time problems. Evidence shows that the research program of action can effectively enhance the effectiveness of learning, and address the learning difficulties encountered by students in the time-relevant teaching material.

並列關鍵字

time with the two-step word problem ； Time Multiplication and Division ； Action Reasearch

參考文獻

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