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運用教學模組進行國民小學一年級數學領域補救教學之行動研究

An Action Research on Applying Teaching Modules for Remedial Instruction in Math for the First Graders in an Elementary School

指導教授 : 鄭勝耀
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摘要


本研究採用行動研究法,主要欲探討一年級學生在數學加減法課程中的數概念、加減法計算以及加減法文字題解題困擾,進而設計教學模組,觀察學生在其模組教學後的改變,以及研究者在整個過程中的省思與成長。 研究者針對數概念困擾、加減法計算困擾、加減法文字題解題困擾等三個主題設計教學模組,以所任教的四位學生為觀察對象,進行上下學期各八堂,時間為103年9月到104年5月,總共十六堂的教學活動,透過影片、照片、省思札記、學生學後成效等資料進行整理、分析,並於過程中反省修正,以求解決學生的困擾。 主要研究問題如下: 一、透過情境分析一年級學生在加減法上的數概念、計算能力與文字題解題能力上的困擾為何? 二、如何規劃設計教學模組提升一年級學生在數概念、加減法上的計算能力與文字題解題能力並解決上述困擾? 三、實施教學模組提升一年級學生在加減法上的數概念、計算能力與文字題解題能力以解決困擾之歷程為何? 四、評鑑教學模組提升一年級學生在加減法上的數概念、計算能力與文字題解題能力以解決困擾之結果為何? 本研究結論如下: 一、一年級學生在數概念、加減法計算以及加減法文字題解題上的困擾與多數研究相符,教師可提早設計模組以利改善,促使學生後續有效學習,如:數概念的釐清,有助於因應與簡化加減法的計算。 二、採用多種數學補教教學策略,掌握學生困擾,提高學生在數概念、加減法計算、加減法文字題解題的成效,如:同儕遊戲、具體操作物、故事分享、合十與位值表的概念、分與合的問題基模圖示、關鍵字教學、放聲思考、標準化提示語提問、歸納統整圖示等等。 三、妥善設計教學模組,有助於解決學生在數概念、加減法計算以及加減法文字題解題等困擾,以達課中補救教學之成效,協助學生重新展開自信的笑容,如:生活化布題、教學模組精緻化等等。 四、課程實施成效為教學模組精緻化之根據,觀察、計畫、行動、省思,乃為行動研究之精神,遊戲式課程設計有助學生概念上的建立,模組設計時需顧及學生的認知發展,若採加一原則,可刺激學生認知潛能。 關鍵字:教學模組、行動研究、補救教學、數概念、加減法計算、加減法文字題解題

並列摘要


The principal investigator reports on an action research that interpret the numerical concepts of the addition and subtraction, arithmetic in addition and sterubtraction, and the myths in solving word-problems of addition and subtraction for the first graders in elementary school in mathematics course. The researcher designed a teaching module to observe students’ improvements, and reflected on herself through the whole process. The researcher designed a teaching module on three themes, which are the myths in numerical concept, the myths in arithmetic of addition and subtraction, and the myths in solving word-problem of addition and subtraction. Four students participated in this study. There are a total of sixteen teaching activities in two semesters from September 2014 to May 2015; eight classes in each semester. The data collected includes class videos, photos of students’ learning process, students’ worksheets, and the field notes. The researcher reflects on her instruction and revises it to clarify students’ myths. The research questions included: 1. What are the myths in the numerical concepts of addition and subtraction, in arithmetic, and in solving math word-problems with situational analysis for the first graders? 2. How does the researcher design a teaching module to enhance students’ ability in math and clarify the myths in the numerical concepts, in the arithmetic of addition and subtraction, and in math word-problems? 3. How does the teaching module facilitate the first graders’ learning in the numerical concept of addition and subtraction, in arithmetic, and in solving math word-problem? 4. How does evaluation of teaching modules promote myths clarification in the numerical concept of addition and subtraction, in arithmetic, and in solving math word-problems? The findings and conclusion provide some suggestions: 1. The myths in the numerical concepts of addition and subtraction, in arithmetic, and in solving math word-problems found in this study conform to the myths found in most researches. Teachers can design teaching modules in advance to facilitate students’ learning. For example, clarifying the numerical concepts facilitate the simplified arithmetic of addition and subtraction. 2. Teachers can grasp students’ myths, and utilizes a variety of teaching strategies of remedial instruction to enhance students’ numerical concepts, arithmetic of addition and subtraction, and the ability of solving math word-problems. For example, peer games, the concrete operational objects, stories sharing, the concepts of total ten and the place value chart, the scheme illustration of separation and combination problem, keywords teaching, thinking aloud, standardized cue words, induction and summation of illustration. 3. Well-designed teaching modules help students clarify the myths in numerical concept, arithmetic of addition and subtraction, and the math word-problems in order to achieve the effects of remedial instruction helps students to re-smile with confidence. For example, real-life problems, refined teaching modules. 4. The refined teaching module is based on the effectiveness of the curriculum implementation. The spirit of an action research is observation, planning, action, and reflection. The courses in game help students to establish their concepts. Students’ cognitive development is considered when designing modules. Plus-one principle can stimulate students' cognitive potential. Keywords: teaching modules, action research, remedial instruction, numerical concepts, arithmetic of addition and subtraction, word-problems of addition and subtraction

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