本研究旨在探討運用萬用揭示板發展比較型加減文字題教材與教學活動實施之歷程。研究者採用行動研究的模式,以任教學校的二年級兩個班級學童,共63位學生進行教學,資料蒐集包括與研究團隊討論的會議記錄、省思札記、學生學習的前後測檢核與晤談記錄、教師的教學觀摩記錄及教學錄影等,並加以整理、分析。研究結果如下: 一、本研究產生之教材可在網址― http://magicboard.cycu.edu.tw/asp/search/loadobj.asp?pid=3945取得。共有六個頁面,每一頁面各為一種題型,依照Polya解題歷程設計。 二、設計教材需考量學生在「具體物」題型(例如:花片、積木、蘋果等……)改變到「錢幣型」題型(例如:一元、五元或十元的錢幣)時,他們是否產生學習困難,如果他們無法達到正確解題的目的,就要加入「半具體物」(例如:⑩、①或畫О的方式)的圖形讓學生理解。 三、進行教學時注意事項有二: 1. 教師在引導學生了解題意時,應多以「開放」式問話(例如:為什麼你這樣認為呢?)為主要提問之語言,且應多讓學生自我發現解題錯誤,不需及時改正其想法。 2. 運用線段圖來引導學生解題時,必須以釐清線段長短及對應位置的意義為主,而非只是詢問線段所代表的「數字」為何。 四、運用萬用揭示板教學仍然無法有效消除學生利用關鍵字解題的策略。而實際操作萬用揭示板,可提升學生學習興趣及學習動機,並有助於學習,讓學生的自信心增加,對數學課的恐懼感也隨之減少。
This study aimed at exploring the instructional materials and teaching activities on the process of implementation in application of the Magic Board in comparison of word problems for second graders. The researcher adopted the model of action research, and chose second graders of two classes at an elementary school. A total of Sixty-three students participated on the teaching process; data collection including discussion records in research group meetings, reflections, pre-and-post learning and studying and interviews, teachers' classroom observation and records, teaching videos, and organized, analyzed. The findings of the study show as follows: 1. The instructional materials of this study can be found at Website http://magicboard.cycu.edu.tw/asp/search/loadobj.asp?pid=3945. Six pages in total, each contains one kind of questions, designed in accordance with the Polya problem-solving process. 2. Questions of design in teaching materials should consider students in the "specific objects" (such as, patterns, building blocks, apples, etc.). It is changed to "coin-type" questions (such as coins, one dollar, five dollars, or 10 dollars), whether students have their learning difficulties. If they are unable to give correct answers of problem-solving, it is necessary to add "semi-specific objects" (eg. in a drawing of ⑩, ① or О) a way of graphics so students may grasp the meaning. 3. There are two points needed to pay attention to on the teaching process: (1) When teachers guide students to grasp the meaning of questions, the questions signed should be "open" (For example: Why do you think so?), a question in a form of language should allow students as much as possible to find problem-solving errors on their own. (2) When lines and graphs are used to guide students to solve problems, they must clarify the meaning of the length of lines, and the corresponding location, rather than just ask what the "digital numbers" represent. 4. The application of Magic Board may not still unable to effectively eliminate students' strategy of utilizing keyword problem-solving. Nevertheless, the real operation of the Magic Board can enhance students' learning interest and motivation. Consequently, their learning as well as confidence can be enhanced and increased and their fear toward mathematics may be on the decrease.