從「均一」到「學思達」 國小高年級數學教學實踐之研究

The Narrative Oriented Action Research of 5-6th Grade Mathematics Teaching In Elementary School from Uniform Education Platform to Share Start Teaching Method

巫素萍(Su-Ping Wu)

指導教授 ： 洪志成

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2016年)

摘要

本研究為行動研究法採敘事取向進行自我探究，探究教師使用均一教育平台與學思達鷹架提問教學法進行數學教學的可行方案；瞭解數學教學實踐歷程中，師生互動之情形；探究教師依據數學概念之難易度，進行均一教育平台與學思達鷹架提問教學法的使用情形。本研究分為兩個研究場域，分別為運用均一教育平台於山美國小(化名)六年級五位參與數學補救教學之學生所處之教室，以及運用學思達鷹架提問教學法於武德國小(化名)五年級三十位學生所處之數學教室。
本研究進行之研究期程約一年，所得之研究結論和省思如下:
一、不同場域及有限資源下，教師因應個別差異實施可行方案。
於偏鄉小校進行補救教學時，運用均一教育平台，依據學生不同程度，提供循序漸進學習數學之方案，立即提供回饋和增強，以及充分練習機會。後於市區學校運用學思達鷹架提問教學法，培養學生自學及共學能力，透過小組合作學習，進而解決問題並表達自己的想法與做法。
二、不同行動方案下，師生互動情形呈現不同之樣貌。
使用均一教育平台，教師協助學生自訂學習進度，進行自我學習，教師扮演教練角色，隨時提供學生個別協助。運用學思達鷹架提問教學法，教師於班級教學過程中，依據學生實際需求彈性調整教學內容、進度和評量方式，引導學生於課前自學，課堂小組合作共學，鼓勵學生發表，教師擔任主持人及讓出舞台的角色。
三、從「均一」到「學思達」，啟迪教師教學實踐之智慧。
執行「均一」的行動方案時，看見引發學生動機及延續動機的重要性，依據學生的學習程度給予循序漸進的個別化教學，立即提供回饋和增強；而於運用「學思達」教學法時，從學生自學到課堂上輔以小組合作的共學模式，不僅是教師在教學方式上的改變，更能啟迪出教師進行教學實踐時之智慧。

關鍵字

均一教育平台 ； 學思達教學法 ； 教學實踐

並列摘要

This research used narrative oriented Action Research methods inquired feasible options for teaching mathematics teaching with UEP (Uniform Education Platform) and Share Start scaffolding questioning for elementary teachers, interactions between students and teacher during mathematics teaching and how a teacher conducted UEP and Start scaffolding mathematics teaching according to certain difficult of mathematics concept. This research aimed at two research fields, which are element school A with 5 6th grade students in mathematics remedial teaching and elementary school B with 30 5-th grade students in mathematics Share Start teaching.
The time span of this research is about a year long, the major conclusions are as blows.
1. In response to limited resources of various teaching fields, a teacher should take feasible actions according to individual differences of students. For remotely small scale school, mathematics remedial teaching with UEP according to individual differences could provide gradual learning steps, instant feed backs, reinforcements, and opportunities of full practicing. For downtown school, Mathematics teaching with Share Start scaffolding questioning, could cultivate abilities to self-learning and cooperative-learning of students via team corporative learning to fatherly solve problems and express their own ideas and approaches.
2. Various interaction styles required in different action projects.
With UEP, a teacher could help students setting up custom learning schedules for self-learning, play role of coach to provide individual assistant instantly. With Share Start scaffolding questioning teaching, a teacher could elastically adjust teaching contents, schedules and evaluation methods according to actual needs of students to guide students preparing lessons in advance and on session-team cooperative learning, and encourage students to perform an oral report that teacher would step out of stage as a host.
3. From Uniform Education Platform to Share Start, wisdom of teaching practice sparkles. While practicing action projects of UEP, it indicated the importance of triggering and maintaining learning motivation of students for step by step individual teaching according to individual difference of students which provides instant feedbacks and reinforcement. While practicing Share Start teachings, the progress from self-learning to team-cooperative-learning is not only a shifting of teaching methods but also a sparkling of wisdom for teaching practice to a teacher.

並列關鍵字

Uniform Education Platform ； Share Start Scaffolding Question Teaching ； Teaching practice

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