國小六年級數學遊戲教學法之行動研究

An Action Research on the Sixth Grade Math Game Teaching Method in the Elementary Schools

王素玲(SU-LING WANG)

指導教授 ： 林海清

中臺科技大學/護理學院/文教事業經營研究所/碩士(2019年)

摘要

本研究以行動研究法探討運用遊戲於國小六年級數學比和比值單元的教學，瞭解學生數學學習態度的轉變情形、學習成效的展現，以及教師即研究者可能遭遇的困境及可行的解決策略。本研究以研究者任教的十六位六年級學生為對象，以自編之數學前測及學習成就測驗卷、曹宗萍、周文忠(1998)國小數學態度量表來探究學生的學習表現及學習態度，並於教學過程中蒐集教學方案、觀議課紀錄、學生遊戲回饋單、學生訪談紀錄、教師教學省思日誌進行資料分析，據以提出檢討改進之建議。獲致結論如下：
一、數學遊戲教學法對提升學童數學學習態度有顯著差異。
二、數學遊戲教學法僅對提升低程度學生之學習成就有顯著差異。
三、學習成效亦展現在多元智能之人際、後設認知等智能及行為表現。
四、教學困境解決之道:緊扣教學目標；新概念之學習由低中程度者先發表；競賽模式採各種形式穿插進行；獎勵要立即且誇大；老師不要說太多；精實備課；運用Wallas創造思考歷程；遊戲本身具備學習與測量之功效，以解決進度落後問題。

關鍵字

數學遊戲教學法 ； 數學學習態度 ； 行動研究

並列摘要

In this study, the researcher applied action research to explore the change of students’ learning attitudes, students’ learning outcomes, the difficulties that teachers may encounter, and the resolutions of using game teaching of ratio with 6th grade students. Sixteen 6th grade students of the researcher were recruited as participants for this experimental study. In order to explore the learning outcomings and learning attitudes, the researcher used self-compiling mathematics pretest, learning achievement test papers, and National Mathematical Attitude Scale of Cao Zongping and Zhou Wenzhong (1998). Then, the reacher proposed the advises by collecting lesson plans, the records of observation and briefing, student’s feedback sheets, student’s interview records, and teacher’s reflective journal. The results obtained in this study were as follows:
1. Mathematical game teaching method has significant differences in improving students attitude towards mathematics learning.
2. The mathematics game teaching method has significant differences in improving the learning achievement of low level students.
3. The learning outcomes reflected well on the display of multiple intelligencesin such as interpersonal relationship and metacognition.
4. The solution to the teaching dilemma: Linking the teaching objectives. Let low or medium learners to present first. Interspersed with various competition modes. Rewards should be immediately and exaggerated. The teacher should not say too much. Prepare the course skillfully and in-depth. Useing creative thinking of Wallas. The game itself includes the efficacy of learning and assessment that can solve the problem of being behind schedule.

並列關鍵字

mathematical game teaching method ； mathematical learning attitude ； action research

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