萬用揭示板運用在國小五年級學童等值分數補救教學之行動研究

An Action Research of Applying Magic Board to Equivalence Fraction Remedial Instruction for Fifth Graders

熊貴蓮(Kuei-Lien Hsiung)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400511

摘要

摘要
本研究主在探討運用萬用揭示板開發等值分數補救教材，以及運用此教材實施教學對補救學童等值分數概念的影響。採用行動研究的方式，教材開發後以研究者服務學校的七位五年級攜手計畫學生為研究對象，進行三週的教學，將歷程中與研究團隊的討論與反思、教學錄影、省思札記、學生的前後測表現及晤談紀錄等做資料的蒐集與分析，研究結果如下：
一、 運用萬用揭示板開發等值分數教材的歷程及考量事項
教材開發時宜先確立概念的架構，將佈題做有意義的組織，針對學生的迷思問關鍵性問題或開放性問題，使問題能引出重點。善用元件特性，透過課堂討論澄清迷思，穩固舊經驗拓展新經驗，協助強化數學概念的建立與連結。透過研究團隊的討論與反思，能突破研究者個人的盲點，集結眾人的智慧結晶使教材更完善。
二、 實施教學活動的困境及解決策略
(一) 部分學生對分割圖形不熟悉，無法將圖形分割成指定的八等分，進行分數教學前可讓學生充分練習圖形的分割。
(二) 學生在離散量的等值分數表現不理想，無法只以圖形表徵理解單位內容物多個的情境，會固著於以一個為單位量，可讓學生多操作具體物分花片或棋子，發現分母和分成的份數間的關連，以及全部數量和單位內容物之間的關係。
三、 使用萬用揭示板進行等值分數教學能達到良好學習成效
在「等分能力」及「異分母分數的比較與加減」教材答對率均達到研究者設定的80%以上，「等值分數」教材雖有二人未達到80%(均為60%)，但進步百分比分別為40%、50%，已屬難得，顯示此份教材具有良好教學成效。

關鍵字

萬用揭示板 ； 等值分數 ； 補救教學 ； 行動研究

並列摘要

Abstract
This study aims at investigating the use of Magic Board to create remedial instructional materials for equivalent fractions as well as the influences on the students’ concepts of equivalent fraction. As an action research, this study targets seven fifth-graders in the Hand-in-Hand Project in the researcher’s school. The related data in the three-week teaching process is collected and analyzed, including discussions and reflections with members in the research group, recordings of the teaching process, reflection diaries, students’ pretest and post test results, and interviews. The results are shown as the following.
1. The process and things to consider when Magic Board is used to create materials for equivalent fractions
It is expedient to construct the structure of the concept first when the materials are being developed, and also to organize the stating of the questions meaningfully. The key questions or open questions are provided depending on students’ myths, enabling the questions to lead to the key points. Using the features of the elements, the myths are clarified through class discussions, and previous experiences are solidified and new ones extended, all of which help strengthen the construction and association of mathematical concepts. The discussions and reflections in the research group can help the researcher to break through the personal blind sides and better the materials by aggregating many people’s intellectual efforts.
2.Difficulties and solution strategies confronted in the process of implemlenting the teaching activities
(1) Some students were not familiar with graph decomposition and could not cut the graph into eight equal parts as assigned. Before starting the instruction, the teachers can provide sufficient opportunities for students to practice decomposing the graphs into equal parts.
(2) Students did not do well on the equivalent fractions of discrete magnitude, so that they could not simply use graphs to represent the situation in which one unit represented many. Instead, they fixated on using one as the unit. More opportunities can be provided for students to manipulate objects such as the resin plaques or the pieces in the board game, helping them discover the connection between the denominator and the parts the graphs are decomposed into, and also the relationship between the total number and the units.
3. Using Magic Board in teaching equivalent fractions helps achieve learning effectiveness
The rate of correct answers in the aspects of “the ability to equate” and ”the comparison, addition, and subtraction of fractions of different denominators” all achieved the pass rate of 80%, as the researcher expected. As for the students using the materials regarding “equivalent fractions”, two of them answered 60% of problems correctly and did not reach 80%. However, each of them achieved the improvement percentage of 40% and 50% respectively, which is hard to for student’s to complete. This shows that the materials have facilitated teaching effectiveness.

並列關鍵字

remedial instruction ； equivalent fractions ； Magic Board ； action research

參考文獻

鄭富美（2008）。虛擬教具教學對學生學習成效之後設分析。國立交通大學網路學

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