- 期刊
發展國小資優兒童之數學教學方案－以面積概念爲例
A Study of Designing and Implementing Conceptual Teaching Program for Gifted Students: Area Concept
摘要
二十一世紀是知識爆炸的新時代，在科技文明的突飛猛進之下，新觀念與新潮流的教育理論，結合著教育研究發展，使得人類文明更文明，教育更新穎與進步。但在過去對數學教學方案的研究中，幾乎大部分的研究均以普通班或一般生的課程設計爲主，而針對資優生設計的教學方案又以統整課程爲主，有關爲資優生設計的數學教學方案卻是屈指可數。故如何設計適切的教案，以培養資優學生數學洞察力與創造力等是值得深入探討，故研究目的即是探討針對資優學生發展面積概念教學方案之設計歷程。 本研究採用設計本位研究法(The Design-Based Research)(Collins, Joseph, & Bielaczyc, 2004)，探討發展一個適用於國小中年級資優學生的數學教學方案的歷程。首先建立一個包括學科專家與領域專長教師的團隊，並以問題爲導向(problem-oriented)，透過真實資料搜集、分析教學問題、進行教學實踐到評鑑與反省。研究工具包括教學場記(teaching note)、教師省思日誌(teaching diary)、學生學習單(student learning outline)以及課室討論資料等，教學實驗對象爲北市某國小四年級資優班學生共8名。 研究發現教學設計的複雜性，不僅須確實掌握教學目標，更須了解學生的先備知識與教材內容的關聯性，教學情境的設計更是關鍵且需彈性調整策略；教學過程中亦發現資優學生，亦會產生與普通班相同的面積迷思(Misconceptions of area measurement)，如面積的封閉性概念(the completeness of cover)不穩固，與採記憶式的解題習慣，如背誦一些面積公式。 研究結果將可發展一個資優學生數學面積概念的教學方案，並呈現對資優學生設計的教案之歷程，進而歸納教學設計原則與教學應注意事項。
並列摘要
21st century is the new era of the education theory, under the rapid development of science and technology, new education ideas and new trends have made education theory advanced faster more then ever. In the past, many education researches are problem-solving oriented. They mainly focused on the causal effect relationship of a problem. However, a brand-new education research method-Design-Based Research is introduced in this study. The study applied the Designed-Based Research (Collins, Joseph, & Bielaczyc, 2004) to discover the process of developing a math teaching notes suitable for the gifted students of third and fourth grades. First, the researcher set up a team inclusive of math experts and experienced teachers. Second, data were collected through problem-oriented teaching process, and teacher's reflection after class. The study tools included teaching records, teacher's diary, students' study list and classroom discussion references, etc. The study discovered the complexity of teaching notes designs; it not only requires good control of the teaching goals, but also good understanding of the relations between the students' knowledge level and the teaching materials. Moreover, the design of teaching scenario plays a key role and requires flexible adjustment. The study also revealed that the gifted students encountered same problems in acreage as the general students did, such as unstable understanding in the completeness of cover and the habit of pursuing answers by memorization, e.g. memorizing acreage matrix. The study results will be developed into teaching notes for enhancing the gifted students' concept in acreage, present the process of the teaching notes design, and consolidate the design principles and special notes in teaching.