靜像式情境數學模組(SIMSP)在國小資優班施行成效研究-以奧林匹亞數學三國誌為例

The Effect of Situated Instruction in Mathematics Using Still Pictures for Elementary Gifted Students –Based on the Example of Mathematics Olympiad “the Three Kingdoms”

王昭傑(Wang Jhao- Jie)

指導教授 ： 陳美芳

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2011年)

摘要

本研究採準實驗研究設計，探究「靜像式情境數學模組」(Situated Instruction in Mathematics using Still Pictures，以下簡稱SIMSP)對國小資優班學生「立即學習成就」、「學習保留能力」、「基模知識量」及「學習意向」之影響。實驗教學包含「速率」、「牛吃草」及「排列組合」三大單元。研究對象為台北市11所國小高年級資優生共60名，包含實驗組與對照組各30名，實驗組接受SIMSP教材進行教學、對照組則接受傳統式奧林匹亞數學教材教學，兩組課程均為18堂課。本研究採自編工具由學習成就(包含立即學習成就及學習保留能力)、基模知識(包含陳述性及程序性基模知識)與學習意向等三方面檢驗實驗效果；另進行問卷與訪談蒐集學生之回饋資料。本研究採單因子共變數分析(ANCOVA)進行實驗效果之統計分析，主要研究發現如下：

一、學習成就表現上的影響
SIMSP明顯有助於提升實驗組學生在「牛吃草」及「排列組合」單元之立即學習成就表現，而在學習保留能力的展現上亦有相同的效果。

二、基模知識表現上的影響
在「陳述性基模知識」部分，SIMSP明顯有助於提升實驗組學生在「牛吃草」單元的基模知識量。而在「程序性基模知識」部分，則在「牛吃草」及「排列組合」單元明顯有助於提升實驗組學生的基模知識量，另外在「速率」單元則呈現部份效果。
三、學習意向上的影響
SIMSP對國小資優班學生在奧林匹亞數學的喜好程度有明顯提升效果，而兩組學生大部分認為奧林匹亞數學對其數學能力有正向幫助。另外，實驗組學生並認為SIMSP明顯有助其自覺性的知識脈絡提取。

綜合而言，本研究發現：使用SIMSP的情境脈絡布題方式，除能有效提升資優生學習動機外，並能有效建立學生相關脈絡知識的完整性及提升其在解題程序知識的習得與保留。最後研究者並根據本研究發現，針對奧林匹亞數學相關後續研究提出相關建議。

關鍵字

奧林匹亞數學 ； 靜像式情境數學模組 ； 基模知識 ； 學習保留 ； 資優生

並列摘要

The aim of this quasi- experimental designed research was to explore the effect of “Situated Instruction in Mathematics using Still Pictures” (SIMSP) for elementary gifted students. The subjects were 60 gifted students from 11 elementary schools in Taipei; they were evenly divided into experimental group and compare group. The effect of the experimental instruction was examined by “the immediate learning achievement”, “the learning retention ability”, “the quantity of schema knowledge” and “the learning intention”. The mathematic units in the experiments included: “Velocity”, “Cow and Grass” and “Permutation and Combination”. The experimental group attended 18 SIMSP classes, while the control group attended 18 classes using traditional Mathematics Olympiad. Self made test instruments, questionnaires and interviews were undertaken to examine the experimental effects and to collect feedbacks from the students. The data were analyzed by ANCOVA. The major findings were as follows:
1. SIMSP helped the students in the experimental group enhancing their immediate learning achievements as well as learning retention in the units of “Cow and Grass” and “Permutation and Combination”.
2. SIMSP helped the students in the experimental group enlarging their schema knowledge in the unit of “Cow and Grass” and their procedural schema knowledge in the units of “Cow and Grass” and “Permutation and Combination”. However, the effect in the unit of “Velocity” is partial.
3. SIMSP attracted gifted students’ positive intentions towards Mathematics Olympiad. Most students in both groups agreed that Mathematics Olympiad enhanced their mathematic abilities. Furthermore, the students in the experimental group agreed that SIMSP helped them extract the contextual knowledge at the beginning of mathematic problem-solving.
To sum up, this study indicated that, SIMSP, with the questions designed in situations and contexts effectively help the gifted students raising learning motivation, establishing more comprehensive contextual knowledge, and enhancing the learning and maintaining the knowledge /skills of mathematic problem-solving. Suggestions are proposed at the final for future research and instruction of Mathematics Olympiad.

並列關鍵字

Mathematics Olympiad ； situated instruction in mathematics using still pictures (SIMSP) ； schema knowledge ； learning retention ； gifted student

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