國小六年級數學補救教學之行動研究：以「小數除法」及「分數與小數四則運算」單元為例

An Action Research on the Math Remedial Instruction of "Decimal Division" and "Fraction and Decimal of Multiplication And Division" in the Elementary School

許倖甄(SING-CHEN SHE)

指導教授 ： 鄭勝耀

國立中正大學/教育學院/課程研究所/碩士(2012年)

摘要

本研究旨在探討於「攜手計畫-課後扶助」進行弱勢學童數學補救教學之歷程，並於2010年1月10日~2010年1月27日與2010年4月12日~2010年5月6日進行兩個循環之行動研究。本研究的研究目如下：1.分析在攜手計畫-課後扶助執行時，補救教學實施在教學現場所遭遇的問題；2.研擬適合弱勢學生學習「小數除法」、「分數與小數的四則運算」單元的補救教學活動與教材；3.實施反思「小數除法」、「分數與小數的四則運算」單元補救教學行動方案之歷程；4.評鑑回饋「小數除法」、「分數與小數的四則運算」單元補救教學行動方案之結果。
本研究發現如下：
一、補救教學模式的建立可改善課輔教師於課輔時所遭遇的問題。
二、依弱勢學童前測與數學日記中的迷思概念研擬與調整補救教學教材。
三、弱勢學生補救教學行動方案實施應為連續的循環歷程。
四、補救教學之實施為一連續「診斷-教學-再診斷」歷程，而分數只能代表學童部份學習情形。
本研究省思如下：
一、弱勢學童因需求不同，更考驗課輔教師的專業。
二、補救教學不應只侷限於學科中。
三、數學概念的建立短期內難見效，仍需持續給弱勢學童鼓勵與支持。
四、弱勢學童的進步有多元的呈現方式，課輔教師應更加關注其他正向的結果。

關鍵字

攜手計畫-課後扶助 ； 補救教學 ； 小數除法 ； 分數與小數四則運算

並列摘要

The aim of the research is mainly on to assist disadvantaged children by mathematics remedial instruction in the alternative after- school program. Two cycles of the action research were conducted in January 10 2010 to January 27of 2010 and April 12 to May 6 of 2010. The objectives of this research include the following four points: 1.To analysis the encountered teaching scene problems during implementing mathematics remedial instruction course in “after school alternative program”. 2. to search and plan appropriate activities related to "decimal division" and " fractions and decimals of multiplication and division” for the class. 3. to carry out the action plan of reflecting the progress of "decimal division" and " fractions and decimals of multiplication and division” for the class. 4. to evaluate and to reflect from the action plan of "decimal division" and " fractions and decimals of multiplication and division” for the class. To solve the research above, firstly, the principal investigator analyze the misconceptions of "decimal division" and " fractions and decimals of multiplication and division” from the disadvantaged sixth-grader. Secondly , the researcher develops and implements the remedial instructional materials.
The findings include the following sections:1.The remedial instruction model could improve the teachers' abilities to face in the alternative after-school program.2. Via collecting the math misconceptions, the author develop and adjust the remedial teaching materials. 3.The remedial instruction should be considered as continuous cycle process in the action research. 4. The remedial instruction is a continuous process including diagnostics, teaching, and diagnostics instead of focusing on scores.
The principal investigator 's reflections cover the special needs of disadvantaged children, but mention about the profession of afterschool teachers. The remedial instruction should not be only focused on disciplines. The construction of math concept couldn't be established and effective in a short time, and the most important sections of the remedial instruction are to provide and encourage students continually. The performance and outcome of disadvantaged students are diversified and the afterschool program teachers should pay attentions on their other positive learning outcomes.

並列關鍵字

after school alternative program ； remedial instruction ； decimal division ； fractions and decimals of multiplication and division

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