擬題活動對國小二年級乘法教學成效之探討

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擬題活動對國小二年級乘法教學成效之探討
著者: 徐桂琴; Xu, Gui-qin
謝碧雪; Bih-Sheue Shieh; 數學教育學系碩士班
主題: 國小二年級; 乘法教學; 擬題; multiplication teaching; problem-posing
描述: 本研究的主要目的在探討擬題活動對國小二年級學生數學解題能力和擬題能力的影響。透過實際教學活動的進行，以二年級數學科乘法教材為研究材料，自行發展擬題教材，融入乘法教學活動中，以探究學生透過擬題活動後，數學概念和解題能力是否可以提昇。本研究採用實驗教學的方法，擬定教學計畫，設計教材，配合課程的進行，以研究者所任教的班級為實驗班，將擬題活動融入乘法教學中，對照班為傳統教學。在資料分析上，質性資料分析包含擬題學習單、擬題教學活動單、課後練習單、小組討論單、學習小日記和學生訪談記錄等。在量化分析方面，蒐集期中考成績進行變異數同質性分析，實驗教學後利用自編「乘法解題能力測驗」做敘述統計上的分析。研究結論如下：一、依據實驗班與對照組班在「乘法解題能力測驗」學後測及延後測成績經統計結果分析，實驗組學生的表現明顯地優於對照組學生，顯示擬題活動教學對實驗班學生的乘法學習有幫助。實驗班學生在接受擬題活動教學後，可以提昇乘法解題的能力。二、學生在算式、圖畫與文字三種擬題類型當中，以圖畫題的擬提是比較容易的，兼具著色畫的功用，在編製教材時可作為參考。在文字題的擬題中，對低年級學生而言比較困難，最好在算式題與圖畫題的擬題之後，再讓學生練習擬文字題較適合。學生在擬題時，大多數會將他們的擬題與日常生活經驗相結合，擬出許多很有創意，與一般教科書上常見類型不同的題目，可增進學生的語文程度。三、實驗班學生以小組討論、合作擬題與解題的方式來上課，可以提供學生討論、思考和想像的機會，學生共同發表、討論的情況非常熱烈。由數學小日記和學生訪談記錄中發現擬題教學是學生希望的上課方式，學生喜歡自己出的題目，參與學習的意願也很強，擬題教學的接受程度很高，值得在數學課程中繼續推廣。
This research discusses the influence of “problem-posing activity” for the ability of the Primary School Second Graders on “mathematics problem-solving ability ”and “problem-posing ability ” through practical multiplication teaching activities carried on the 2-th grader students of the primary school. The researcher develops the problem-posing teaching materials. A test on mathematics concept and problem-solving ability was held after problem-posing teaching activities. This research is based on experimental research with the 2-th grade students. The experimental group is with the problem-posing activities and the control group is with the traditional teaching. Data of quality includes “problem-posing learning sheet”, “problem-posing teaching activity sheet”, “post class practicing sheet”, “group discussing sheet”, “learning diary” and “interview record”Data of quantity includes score of mid-term exam and score of “ multiplication problem-solving ability exam”. The results are as follows.一、 Problem-posing teaching is helpful for multiplication teaching. Students multiplication problem-solving ability have been increased after accepting problem-posing teaching activities.二、Among three problem-posing pattens, equation, graphic and text, graphic is easier than that equation and text. Moreover,graphic also has the effect of color painting. Text is difficult for lower grades students. It would be appropriate for them that text patten practicing follows equation and graphic pattens practicing.Students can combine their experience into problem-posing.This can enhance their ability of lanquage. 三、The activities of discussion and cooperation provide the chance of thinking and imagining.It is a lively teaching.It was found by mathematic diary and interview that problem-posing is the most favorable teaching way.Students enjoy the activity of problem-posing and have willing for learning.It is worth to promote problem-posing teaching.
碩士
建立日期: 2010
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2348
資源來源: NUTN IR

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擬題活動對國小二年級乘法教學成效之探討

徐桂琴; Xu, Gui-qin 謝碧雪; Bih-Sheue Shieh; 數學教育學系碩士班 2010

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