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建模教學與一般教學對學習成效之探討 ～以一元一次方程式為例

詹啟明; Jan, Chi-ming 謝碧雪; none; 數學教育學系碩士班 2009

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  • 題名:
    建模教學與一般教學對學習成效之探討 ～以一元一次方程式為例
  • 著者: 詹啟明; Jan, Chi-ming
  • 謝碧雪; none; 數學教育學系碩士班
  • 主題: 一元一次方程式; 一般教學; 建模教學; linear equation with one unknown variable; general teaching; modeling teaching
  • 描述: 本研究主要目的是以「一元一次方程式」為主題，探討「建模教學」與「一般教學」兩種不同方式對於學生解一元一次方程式、解應用問題的學習效果之差異。 研究設計是採準實驗研究法，研究對象為高雄縣某國中兩個國一班級，分派一班為實驗班進行建模教學，另一班對照班進行傳統教學。本研究的建模教學主要是依據楊凱琳與林福來（2006）數學建模過程架構的操作定義來設計；一般教學是依照康軒版國民中學數學第一冊所呈現的內容順序進行。 教學實驗前進行前測，用以瞭解學生的起點行為，並作為實驗組分組的參考；教學實驗後進行後測，用以瞭解學生的學習成效。根據課堂情況、教學單的討論書寫、後測測驗資料、教學後訪談等，探討學生接受不同的教學方式，對於學習上有何影響。 本研究主要發現如下：1.兩組學生雖然經過不同的教學方式，但在解方程式的能力並無差異。2.題目數字比較簡單，使用的方法比較簡潔時，對照班學生的答題情況比較好；題目設計的比較複雜，要進行比較多的化簡運算時，實驗班學生的答題情況較佳；實驗班學生比較會去嘗試解題，在完全空白或是沒有解題想法亂寫的比例上比較低。3.兩班學生經過不同的教學方式後，在應用問題方面實驗班的表現較對照班稍佳。4.對大部分國一學生而言，應用問題的解題不是全對就是全都不會。而在假設未知數、列式和全對方面的表現實驗班優於對照班。5.建模教學方式比較沒有多餘的時間可以補充加強很多題目，但是整體而言，卻能夠讓學生的學習更紮實，更能夠真正的理解與應用所學。6.接受建模教學的學生在作答時比較會去思考，有解決問題的策略模式，比較不受測驗題目是否為課堂學習過的影響。
    The main purpose of this study which is taking linear equation with one unknown variable as a subject was to investigate the effects of two different teaching ways: Modeling Teaching and General Teaching on solving linear equation with one unknown variable and applied problems. The research’s design was Quasi-experimental methodology. The research objects were two classes of seventh grade from Kaohsiung County. Distribute one class to carry on the modeling teaching for the experimental class, and another class carries on traditional teaching. The modeling teaching of this study is mainly designed based on the operation definition of mathematics modeling process construction proposed by Yang and Lin (2006). The general teaching is to go on according to the content order appeared of Kang-Hsuan first volume of mathematics of junior high school. Pre-test implemented before the teaching experiment was used to understand students’ entry behavior, and as the reference that experimental class divided into groups. Post-test implemented after the teaching experiment was used to understand students’ study effect. According to the situation of the classroom, discussing and writing teaching sheets, the data of post-test, follow up interview and so on, to discuss what influences as to having in study when students accepted different teaching ways. The main findings of the study were as follows:1.Although two group of students passed through the different teaching ways, they have the same ability on solving the equations.2.When the topic figure is simpler and the method to use is more succinct, the contrastive class is better. When the topic design is more complex and must carry on the quite simplification operations, the experimental class is better. Students of experimental class will relatively go to try to solve a problem and it was lower on the proportion that had no ideas to solve a problem or complete blank.3.After the students of two classes passed through different teaching ways, the performance of experimental class was better in the average scores of application question. 4.As to most seventh grade students, the solving of application questions are either all right or all wrong. And the performance of experimental class is better than contrastive class in supposing the unknown number, listing the formula and solving all right.5.The teaching way of modeling does not relatively have redundant time to supplement and strengthen a lot of topics. But students’ study is sturdier and there is more real understanding to apply what was learnt.6.Students who accept modeling teaching will relatively think, have tactics way to solve the problem while answering.
    碩士
  • 建立日期: 2009
  • 格式: 121 bytes
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  • 語言: 中文
  • 識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2937
  • 資源來源: NUTN IR
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