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閱讀理解策略融入四年級數學教學之研究 ─以時間計算為例 = Research on Integrating Reading Comprehension Strategies into Fourth Grade Mathematics Teaching ─ A Case Study on Time Calculation

李寧 國立臺南大學 應用數學系碩士在職專班. 2023[民112]

可在 府城總館  2樓參考書區  (DC ME 111010 )取得(請點選下列選項)

  • 題名:
    閱讀理解策略融入四年級數學教學之研究 ─以時間計算為例 = Research on Integrating Reading Comprehension Strategies into Fourth Grade Mathematics Teaching ─ A Case Study on Time Calculation
  • 著者: 李寧
  • 國立臺南大學 應用數學系碩士在職專班.
  • 主題: 四年級學童 時間的計算 閱讀理解策略; fourth-grade students time calculation reading comprehension strategies
  • 描述: 本研究旨在運用閱讀理解策略融入四年級數學領域──「時間的計算」單元進行教學。首先，針對學童施以「數學學習興趣與信心量表前測」；接續，探討學童在此歷程中的學習情形；在教學後，再施以「時間計算概念後測」以及「數學學習興趣與信心量表前測」，以探討學童在學童在「時間計算概念後測」之表現，並分析學童在「數學學習興趣與信心量表前、後測」之差異。本研究以研究者任教位於臺南市永康區的一所國小之四年級班級18位學童作為研究對象，故屬便利性取樣。過程中，研究者蒐集學童在課堂中撰寫的課程學習單、數學課程概念後測以及教學前、後所填寫的數學學習興趣與信心量表，作為本研究分析的素材。此外，每一堂課也都進行錄影，而錄影資料也藉此作為分析的資料，研究者以內容分析法和描述性統計法進行上述相關資料之分析。研究結果顯示：一、運用閱讀理解策略（讀題、圈出重要字詞、畫時間線段圖、師生討論以及反思回顧）融入四年級「時間的計算」進行教學，能促進學童對「時間的計算」概念的理解，並進行解題；二、運用閱讀理解策略：（讀題、圈出重要字詞、畫時間線段圖、師生討論以及反思回顧），有助於學童在課本基礎題型的理解（平均通過率為0.786）；但在素養活化題型（平均通過率為0.568）表現不如人意。
    三、研究者分析學童在教學前、後於數學學習興趣與信心量表得分（三點量表）發現：其數學學習興趣（M前=2.3；M後=2.3）及學習自信心（M前=2.38；M後=2.39）得分表現幾乎相同，經訪談後得知，閱讀理解策略能夠幫助學童理解題意並解題，但因班上學童的數學程度落差較大，因此在「時間計算概念後測」中，素養題型的整體通過率較低。
    The purpose of this study is to integrate reading comprehension strategies into fourth-grade mathematics instruction, specifically the unit on "Time Calculation." First, the "Math Learning Interest and Confidence Scale" was administered to the students. Then, the students' learning progress was examined throughout the process. After the instruction, the " Time Calculation Post-Test" and "Math Learning Interest and Confidence Scale" were applied to explore the students' performance on the post-test and to analyze the difference in their scores on the pre- and post-tests. The study was conducted using a convenience sampleing of 18 fourth-grade students from a primary school located in Yongkang District, Tainan City. The researcher collected the students' course worksheets, math curriculum concept post-test, and math learning interest and confidence scale completed before and after the instruction. Additionally, each class was recorded, and the recordings were analyzed using content analysis and descriptive statistics. The results showed that: (1) integrating reading comprehension strategies (reading the question, circling important keywords, drawing timelines, teacher-student discussions, and reflection) into fourth-grade "Time Calculation" instruction promoted the students' understanding of the concept and problem-solving skills. (2) Using reading comprehension strategies facilitated the students' understanding of the textbook basic questions (average pass rate of 0.786) but did not perform well on the literacy activation questions (average pass rate of 0.568). (3) The researcher analyzed the students' scores on the math learning interest and confidence scale (a three-point scale) before and after the instruction and found that the scores were almost the same for both math learning interest (M pre=2.3; M post=2.3) and confidence (M pre=2.38; M post=2.39).
  • 出版者: 碩士論文--國立臺南大學應用數學系碩士在職專班.
  • 建立日期: 2023[民112]
  • 格式: [8],127面 : 圖,表 ; 30公分..
  • 語言: 中文
  • 資源來源: NUTN ALEPH
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