應用合作學習融入國小三年級分數教學學童分數概念學習歷程與成效之探討

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應用合作學習融入國小三年級分數教學學童分數概念學習歷程與成效之探討
著者: 李麗伶; Lee, Li-ling
嚴正意; Zheng-Yi Yan; 數學教育學系教學碩士班
主題: 國小三年級; 分數概念; 合作學習; Cooperative Learning; third graders of elementary school; conceptions of fractions
描述: 本研究主要應用合作學習融入國小三年級分數教學，來探討學童在分概念的學習歷程及成效，以台南縣一所國小三年級學童計二班，其一為實驗組，另一班為控制組，共計研究樣本為46位學童。本研究採不等組準實驗研究法，來探討實驗組和控制組之不同教學方式，即合作學習之教學與一般傳統之教學對學童在學習分數表現之差異。經資料收集及統計分析結果發現如下：1、合作學習融入分數教學師生互動使班級學習氣氛更為融洽，合作學習對於學生學習的動機有正面助益，運用合作技巧，彼此互相尊重，學童能清楚地表達自己的意見，分享別人的觀念，共同討論以解決彼此之間的爭議。2、教學過程中師生藉由份的語言及表徵達到雙向溝通。讓教學者有多種方式將數學概念傳達給兒童；也有更多途徑可以了解兒童的概念發展和想法。3、分析學童在分數概念之解題得分表現，在等分概念、單位量概念、單位分數/ 真分數概念問題，實驗組均高於控制組，且達顯著差異。4、不同成就學童整體解題得分表現，高、中、低成就學童整體得分表現，實驗組均高於控制組，且達顯著差異。
This research treats of the process and fruitage in Elementary School students’ learning of fractions by combining Cooperative Learning with method teaching for pupils. Forty six third graders from an elementary school of Tainan county are dividing into two groups, as our sample research of Quasi-experiments. Some of them are in the experimental group as the others in control one for comparing differences of learning of expresses in common fraction acquiring between cooperative learning method and conventional approach. 1、 And we found that the climate of class was harmonious when teacher adopted cooperative learning method. It’s also helpful for improving students’ learning motion. It means that students will be able to express themselves, participate with others’ concepts, discuss the issues and cope of them after teachers’ adopting acrobatics to have students collaborate with and respect to each other during the class. 2、 Meanwhile, teachers and students can have two-way communication as well with adequate utterance expressing. In addition, conceptions of mathematics can be conveyed to learners by teachers in many different ways. Teachers are capable to penetrate students’ thoughts and advance of conceptions at the same time with more avenues.3、According to the result of entire representation in resolving mathematical questions, obviously, students who are in the experimental group did much better than those in the control one. Besides, students in different attainments also show the same conclusion in this experiment. 4、Conclusion: After analyzing students’ representation in resolving questions about fractions, we found that students who are in the experimental group comprehended the conceptions of common fractions, unit, proper fractions and unit fractions much better than those in the control one.
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建立日期: 2008
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3450
資源來源: NUTN IR

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應用合作學習融入國小三年級分數教學學童分數概念學習歷程與成效之探討

李麗伶; Lee, Li-ling 嚴正意; Zheng-Yi Yan; 數學教育學系教學碩士班 2008

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