情境教學於學生因數與倍數概念發展之行動研究

An Action Research of Situated Instruction in Development of Students' Concepts of Factor and Multiple

謝如山(Ju-Shan Hsieh) ； 潘鳳琴(Font-Ching Pan)

《藝術學報》 90期 (2012/04) Pp. 347-371

https://doi.org/10.6793/JNTCA.201204.0347

摘要

本研究目的有二：第一，依情境設計原則，設計符合學生學習的因數與倍數教學課程；其次，由學生上課的學習歷程，了解課程的執行成效。本研究採用合作行動研究法，由師資培育大學教授、學校同事與研究者共同參與修正教學流程以檢視學生學習成效。參與者為桃園縣國小五年級學生。研究結果發現，透過專業對話，研究者修正出更符合學生學習的數學教學模式，由師生的對話中看到學生的表現出現具體的學習效果。本合作行動研究教學模式，可為因數與倍數教學提供具體可行的參考案例。

關鍵字

因數 ； 倍數 ； 合作行動研究 ； 情境教學

並列摘要

Two aims proposed in this study. First, according to the situated learning, whether the design of curriculum is able to meet students' need to have better achievement. Secondly, to examine the effect of instruction on students learning, the dialog between students and instructor were analized. The research used the cooperated action research. Professor, school colleagues and researcher all participated to conduct this study. The participants were from one fifth-grade student's classroom in Tao-Yung County. The results found that instructor revised the mathematics teaching model to meet students' learning in the period of professional conversation. Through the dialog between students and teacher, students' performances in mathematic comprehension were significant. The model of cooperated action research provided an implemental program for mathematics instruction.

並列關鍵字

factor ； multiple ； cooperated action research ； situated instruction

參考文獻

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