以「發展解題能力教學模式」探究國小二年級學童 乘法概念之行動研究

Action Research on Using Developing Problem-Solving Teaching Model to Explore Multiplication Concept for Second-grade Students of Elementary School

廖秀桔(Hsiu-Chieh Liao)

指導教授 ： 孫扶志

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2010年)

摘要

摘要
本研究旨在探討以「發展解題能力教學模式」在多元表徵轉換下實施「倍」及「乘法」教學，了解國小二年級學生數學解題策略及對數學學習興趣、數學表達能力、學業成就提升之效果，以及研究者的專業成長與省思，以供其他國小教師實施「倍」及「乘法」教學之參考。本研究以研究者所執教班級的13名學生為對象，採行動研究法，透過教學活動記錄、課堂解題記錄、研究日誌、半結構式晤談、課後學習單、筆測試卷、實作評量卷等資料蒐集；將資料加以整理、分析與歸納後，得到以下結論：
壹、以「發展解題能力教學模式」實施「倍」及「乘法」敎學有助於了解學生解題策略與改變。
一、透過同儕間的互相討論、溝通，進而修正與調整解題策略。
二、學生解題之工具發展由質樸解題發展至經典的乘號解題。
貳、以「發展解題能力教學模式」實施「倍」及「乘法」教學可提升數學
學習興趣。
一、以學生為解題主體，從中獲得解題成功有成就感。
二、低分組學生解題正確率提高，有助於提升數學學習的興趣。
叁、以「發展解題能力教學模式」實施「倍」及「乘法」教學可增進數學表達能力。
一、透過上臺發表、溝通與分享解題，提升數學表達能力。
二、文字題之擬題，了解意義便能清楚的表達。
肆、以「發展解題能力教學模式」實施「倍」及「乘法」教學可提升數學學習成就。
一、藉由具體物操作與圖象表徵澄清迷思概念，建立穩固之概念。
二、以習得的解題技巧進行解題活動，提升低分組學生解題能力。
伍、以「發展解題能力教學模式」實施「倍」及「乘法」教學有助於教師
專業成長。
一、研究者藉由數學專家的從旁指導，提升其教學專業能力。
二、藉由師生間之互動，有助於提升教師之布題能力。
本研究根據研究結果，提出相關建議，以作為未來從事相關研究者之
參考。

關鍵字：發展解題能力教學模式,乘法概念,多元表徵,行動研究

關鍵字

乘法概念 ； 發展解題能力教學模式 ； 行動研究 ； 多元表徵

並列摘要

Abstract

This study aims to implement the “times” and “multiplication” unit teaching through the “Developing Problem-Solving Teaching Model” in order to explore the second-grade students’ mathematics problem solving and interest in learning mathematics, mathematics skills, improved academic achievement, and the researcher’s professional growth and reflection, which serve as a reference for other elementary school teachers’ implementation of the “times” and “multiplication” teaching. In this paper, the thirteen students in the researcher’s class have been adopted as the study subjects. By means of the action research, and through recorded teaching activities, the recorded classroom problem solving, research logs, semi-structured interviews, after-school worksheets, written test papers, and performance assessments were collected. The data was then compiled, analyzed, and summarized, and the conclusions are as follows:
I. Using the “Developing Problem-Solving Teaching Model,” the implementation of the “times” and “multiplication” teaching can help to understand the students’ problem solving strategies and changes.
1.Through mutual discussion with peers, and communication, the problem-solving strategies have been subsequently revised and adjusted.
2.The development of the students’ problem-solving tools has changed from the simple problem-solving to the classic multiplication symbol problem-solving.
II. Using the “Developing Problem-Solving Teaching Model,” the “times” and “multiplication” teaching can enhance the students’ interest in learning mathematics.
1. With the students as the problem-solving framework, the students derived a sense of accomplishment from successfully solving the problems.
2. The students in the low-score group have increased problem-solving success rates, making learning mathematics a pleasure.
III. Using the “Developing Problem-Solving Teaching Model,” the implementation of the “times” and “multiplication” teaching can enhance the students’ math expressions.
1. Through on-stage presentation, and communication and sharing of problem solving, the math expressions can be enhanced.
2. The text questions have been devised to understand the meanings of the words, and express them with clarity.
IV. Using the “Developing Problem-Solving Teaching Model,” the implementation of the “times” and “multiplication” teaching can enhance the mathematics learning achievement.
1. By operation of the specific objects, and image representation, clarify the misconceptions, and establish solid concepts.
2.Through the problem-solving skills acquired, engage in the problem-solving activities to enhance the problem-solving skill of the students in the low-score group.
V. Using the “Developing Problem-Solving Teaching Model,” the implementation of the “times” and “multiplication” teaching can help the teachers achieve professional growth.
1.The researcher guided by the mathematics experts can enhance his/her teaching expertise.
2.The interaction between the teachers and students can help improve the teachers’ problem posing abilities.
Based on the research findings in this stud, suggestions have been proposed
to serve as a reference for related future researchers.

Keywords：Developing Problem-Solving Teaching Model,Multiplication Concept, Multiple Representation, Action Research

並列關鍵字

MultiplicationConcept ； Developing Problem-Solving Teaching Model ； Multiple Representation ； Action Research

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