圖畫故事書融入國小三年級數學科補救教學之研究—以除法單元為例

A Study of Integrating Picture Story Books into Mathematics Remedial Instruction for Third Graders — An Example of Division Concept

魏敏媛(Min-Yuan Wei)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2008年)

https://doi.org/10.6840/cycu200900181

摘要

本研究旨在探討國小三年級學童在除法概念上的學習情形，並針對數學除法概念的學習低成就學童，利用圖畫故事書進行除法概念的補救教學，進而分析與探討利用圖畫故事書融入數學除法概念補救教學之教學成效。本研究以不等組前後測之準實驗設計進行研究，選取桃園縣林林國小65位除法概念學習低成就的學童為研究對象，隨機選取33位學童為實驗組、32位學童為控制組以進行數學補救教學，實驗組接受圖畫故事書融入的補救教學模式，控制組則接受傳統數學補救教學，並以研究者自編的「國小三年級除法概念試卷」、「國小三年級除法應用問題試卷」及曾安如(2004)的「數學學習態度量表」為資料收集的主要工具。實驗研究結果如下：
一、根據學童在研究者自編之「國小三年級除法概念試卷」前測作答結果發現十種解題錯誤類型，其中學童最常出現的解題困難為「無法選用正確的運算解題」及「對於餘數無法做正確的處理」。在經過補救教學後，學童已經比較能了解除法算式中各數字所代表的意義以及區辨單位數和單位量。
二、利用圖畫故事書融入的補救教學模式與傳統補救教學模式皆能達到同樣的效果，但在故事型文字應用問題的解題表現上，利用圖畫故事書融入的補救教學模式會比傳統補救教學的方式來得好。
三、利用圖畫故事書融入的補救教學模式能增加學童在除法概念學習的保留效果。
四、兩組學童在數學態度量表後測上有顯著差異，接受圖畫故事書融入補救教學模式的學童其數學學習態度正向，且大多數的學童喜歡利用圖畫故事書來學數學，並能降低焦慮。
最後根據研究結果與發現，提出若干建議以做為教師教學與未來研究之參考。

關鍵字

數學學習態度 ； 除法概念 ； 補救教學 ； 圖畫故事書

並列摘要

The purposes of this study were to explore third graders’ learning of division concept, and to examine the efficiency of integrating picture story books into mathematics remedial instruction for low achievers. The study applied a pretest posttest quasi-experimental design. Participants were 65 third graders selected from an elementary school in Taoyuan county. These students’ test scores were lower than the average on the researcher developed division concept test. They were randomly assigned to the experimental group (33) and the control group (32). The experimental group received a remedial instruction which integrated picture story books into mathematics instruction. The control group received a traditional remedial instruction. The treatment effects were based on results on the researcher developed division concept test, the researcher developed division concept application test, and a mathematics attitude scale developed by Zeng (2004). Research results were as following:
1. Based on students’ performance on the researcher developed division concept test, students’ difficulties on solving division questions were in “using the correct operation to solve a problem” and in “dealing with the remainder”. After the treatment, students seemed to perform better on understanding the meaning of the numbers in a division number sentence and the difference between the number of sets and the size of each set.
2. No matter what remedial instructions students received, result from the pre and posttest measures of division concept showed that students gained significantly in achievement. However, no significant difference was found between these two groups. The experimental group outperformed the control group on the researcher developed division concept application test.
3. The remedial instruction of integrating picture story books was proved to produce the retention effect on division concept learning.
4. Students’ attitude toward mathematics was improved at a .05 significant level after receiving the remedial instruction of integrating picture story books. It was also found students’ mathematics anxiety reduced after the remedial instruction.
Based on research results and findings, suggestions for the remedial instruction and future study were discussed as reference.

並列關鍵字

mathematics attitude ； division concept ； remedial instruction ； picture story book

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