運用萬用揭示板發展國小二年級等號概念教材之行動研究

An Action Research of Using Magic Board to Develop Instructional Materials of Equal Sign Concept for Second Graders

許欣鳳(Hsin-Feng Hsu)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200201

摘要

本研究旨在運用萬用揭示板發展等號概念教材，期能提供教師做為教學參考及協助學童建立正確的等號概念。主要目的有五項：(一)了解二年級學童對等號概念的理解情形；(二)探討運用萬用揭示板設計等號概念教材的歷程；(三)了解等號概念教材的實施成效；(四)探討發展等號概念教材所遭遇的困難；(五)探討發展等號概念教材後，教師的自我專業成長情形。
本研究採用行動研究法，以國小二年級學童為設計與實施對象，藉由兩次教學實踐、多元資料蒐集與分析、研究團隊溝通討論、省思與修正後，得到以下研究結果：
（一） 國小二年級學童對於數學符號「＝」的認知情形，以「運算」意義最多(佔總人數的61.9％)，介於「運算」意義和「關係」意義之間的次之(佔總人數的26.4％)，以「關係」意義最少(佔總人數的11.7％)。
（二） 透過研究歷程，本研究運用萬用揭示板發展出一份國小二年級等號概念教材，在萬用揭示板網站中教材編號為「4050」，教材網址為http://magicboard.cycu.edu.tw/asp/search/loadobj.asp?pid=4050。
（三） 使用等號概念教材進行教學，學童對等號意義的認知有明顯的成長改變。
（四） 要開發一份適切的等號概念數位化教材需要透過閱讀相關資料、分析教科書、學習使用萬用揭示板、團體討論溝通、了解學童解題思維、教學實踐、省思與修正，才能擬出一份適切的教材。
（五） 經過行動歷程，研究者自我的專業成長有：增進等號概念的相關知識、提升使用「萬用揭示板」資訊能力、精進教材設計的能力及教學心態的正向轉變。
最後，本研究根據研究結果，提出具體建議，以做為未來相關研究、教材設計與等號概念教學的參考。

關鍵字

萬用揭示板 ； 等號概念 ； 行動研究

並列摘要

This study aimed at exploring the teaching materials for teachers as well as building a correct equal sign concept for students by using the Magic Board to develop instructional materials for the equal sign concept. There are five main purposes: (1) To realize the second graders' understanding of the equal sign concept; (2) to explore the history of the application of Magic Board in design and teaching materials of the equal sign concept; (3) to understand the effectiveness and implementation of instructional materials of equal sign concept; (4) to explore the difficulties encountered by the development of instructional materials of the equal sign concept; (e) to explore teachers' self-professional growth and situation after the development of instructional materials of the equal sign concept.
In this study, we use an action research. In design and implementation, we take second graders at an elementary school as our objects. By the help of two teaching practices, multiple data collection and analysis, the research team communication and discussion, reflection and revision, we conclude the following findings:
(1) For the cognition of the second graders for the math sign "=", the meaning "operator" is a maximum (which accounts for 61.9%), between the meaning "operator" and meaning "relationship" comes to the next(which accounts for 26.4%); the meaning "relationship" is the minimum (which accounts for 11.7%). http://magicboard.cycu.edu.tw/asp/search/loadobj.asp?pid=4050.
(2) Through the research process, the study uses the Magic Board to develop the instructional materials of equal sign concept for second graders. At the magic board website, Instructional material No. 4050 is listed and its Website at http://magicboard. cycu.edu.tw / asp / search / loadobj.asp? pid = 4050.
(3) In application of instructional materials of equal sign concept, there are significant growth and change in equal sign meaning for students.
(4) To develop suitable digitalized instructional materials of concept of equal sign, we need reading related information, conducting analysis of textbooks, learning to use the Magic Board, having group discussion and communication to understand students' problem-solving thinking, teaching practice, reflection and revision before we can formulate appropriate teaching materials.
(5) After the process of action, the researcher has come up with the following self professional developments: to enhance the knowledge of the equal sign concept, to enhance the use of Information capabilities of "Magic Board", to refine instructional materials and teaching mentality toward positive changes.
In conclusion, the findings of this study show that specific proposals are offered to be used in the design of instructional materials and the equal sign concept as reference.

並列關鍵字

Magic Board ； equal sign concept ； action research

參考文獻

昌秀英(2011)。國小低年級學童等號概念與教師對其發展情形了解之研究(未出版之碩士論文)。私立中原大學，桃園縣。

南一書局企業股份有限公司(2011)。國民小學數學教師手冊第一冊。臺南市：南一書局企業股份有限公司。

教育部(2003)。國民中小學九年一貫課程綱要數學學習領域。臺北市：教育部。

教育部(2008)。國民中小學九年一貫課程綱要數學學習領域。臺北市：教育部。

袁媛、陳國龍、張世明(2007)。萬用揭示板(Magic Board)-國小特教老師的數學教學好幫手。特教論壇，3，1-13。