小組積分競賽合作擬題教學法對國小六年級學生分數與小數的四則計算學習成效之研究 = A study of implementing team-ranking-tournament and cooperative problem-posing instruction on sixth graders’ learning achievement of Four Arithmetic Operations of Fractions and Decimals

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題名:
小組積分競賽合作擬題教學法對國小六年級學生分數與小數的四則計算學習成效之研究 = A study of implementing team-ranking-tournament and cooperative problem-posing instruction on sixth graders’ learning achievement of Four Arithmetic Operations of Fractions and Decimals
著者: 柯玉芳
國立臺南大學應用數學系碩士在職專班
主題: 學習成效分數與小數合作擬題小組積分競賽學習動機; Mathematics Learning Motivation Learning Achievement Fractions and Decimals Cooperative Problem-Posing Instruction Team-Ranking-Tournament
描述: 本研究主要目的欲探討小組積分競賽合作擬題教學法融入國小六年級「分數與小數的四則計算」單元對學生的數學學習成效、學習動機的影響，並進一步探討學生的學習感受及教師的執行困難，期望本研究結果能提供教師教授此單元選擇教學策略的參考。本研究採質、量並重的設計，研究對象為臺南市楠西區某國小六年級兩班學生共41人，研究者將研究對象隨機分派一班為實驗班，進行為期2週共8節課的小組積分競賽合作擬題教學；另一班為對照班，實施傳統講述式教學，教學內容為康軒版第十二冊「分數與小數的四則計算」單元。完成實驗教學後，蒐集學生在「分數與小數的四則計算學習成就測驗」、「學生數學學習動機量表」的得分，運用SPSS 21.0分析比較其差異，再利用半結構式晤談瞭解學生的學習感受。研究結果如下：一、國小六年級學生在分數與小數的四則計算學習成就測驗之表現，在「能解決小數四則混合的問題」之答題正確率最高，在「能解決分數與小數四則混合的問題」之答題正確率最低。二、小組積分競賽合作擬題教學法對國小六年級學生學習分數與小數的四則計算之學習成效，未達顯著差異，但實驗班平均數優於對照班平均數。三、小組積分競賽合作擬題教學法對國小六年級學生數學學習動機之影響，未達顯著差異，但後測平均數優於前測平均數。四、依晤談資料，瞭解學生的學習感受：(一)數學課變得多元化、生動有趣。 (二)擬題可以促進思考。(三)能感受到自己成績的進步。(四)願意繼續使用小組積分競賽合作擬題教學法來學習數學；透過實驗教學，瞭解教師的執行困難：(一)部分同儕相處不和諧，導致分組有所顧慮。(二)教學
This study aimed to investigate the effects of team-ranking-tournament and cooperative problem-posing instruction on six graders’ learning achievement and learning motivation. In addition, students’ learning feelings and teachers’ implementation difficulties were also explored. The study was expected to be reference for teachers to adopt teaching strategies. Both qualitative and quantitative methods were utilized to collect and analyze the data in this study. The participants were 41 six graders from two classes of an elementary school in Nansi district of Tainan city. One class was the experimental group receiving team-ranking-tournament and cooperative problem-posing instruction for eight periods in two weeks while the other was the controlled group receiving traditional teaching method. The teaching materials were the unit “Four Arithmetic Operations of Fractions and Decimals” from the twelfth volume of Kang Hsuan Edition. After the experimental teaching, students’ scores of “Learning Achievement Quizzes for Four Arithmetic Operations of Fractions and Decimals” and “Scale of Mathematical Learning Motivation” were collected and analyzed by SPSS 21.0. Semi-structured interviews were further conducted to understand students’ learning feelings. The results were summarized as follows: 1. In terms of the performances on the quizzes of four arithmetic operations of fractions and decimals, sixth graders showed the highest correctness to the questions of solving four arithmetic operations of decimals while they showed the lowest correctness to the questions of solving four arithmetic operations of decimals. 2. Students’ performances towards learning fractions and decimals in the experimental class were not significantly enhanced after receiving team-ranking-tournament and cooperative problem-posing instruction. However, the mean score of the experimental class was higher than the one of the controlled class. 3. Sixth graders’ l
出版者: 碩士論文--國立臺南大學應用數學系碩士在職專班.106學年度
建立日期: 民107[2018]
格式: [xiii]，122面 : 圖 ;表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

柯玉芳國立臺南大學應用數學系碩士在職專班民107[2018]

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柯玉芳 國立臺南大學 應用數學系碩士在職專班 民107[2018]

正在檢索遠程資料庫，請稍等

柯玉芳國立臺南大學應用數學系碩士在職專班民107[2018]