悅數，躍數－應用錨式教學法在國小數學障礙學童之個案研究

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悅數，躍數－應用錨式教學法在國小數學障礙學童之個案研究
著者: 林和秀; Lin, He-Shiou
詹士宜; Shih-Yi Chan; 特殊教育學系碩士班
主題: 國小數學障礙; 應用錨式教學法; 個案研究; Children With Mathematics Learning Disabilities; Anchored Instruction; Case Study
描述: 本研究以「個案研究」的方式，透過錨式教學法的運用，以瞭解國小數學學習障礙學童在接受錨式教學法時在解題技巧、合作學習、學習態度的能力轉變，並透過學生的學習表現及參與研究者的觀察訪談，瞭解錨式教學法實施情況並提出建議。本研究由研究者擔任教學者，實際進行教學，並配合訪談及相關資料的蒐集，以呈現個案接受錨式教學的歷程轉變。本研究結果發現如下：一、個案能力轉變方面：個案在接受錨式教學法後，不僅解題技巧能力進步，合作學習能力亦有提高，學習態度漸趨投入。因此，個案在接受錨式教學法後，對其「解題技巧」、「合作學習」、「學習態度」等三個能力均有正向的裨益。二、個案在學習歷程的解題表現轉變方面：個案在單元練習及情境佈題的表現，可以得知單元練習對於加強個案的計算能力及學習保留效果有正向助益，而情境佈題則能協助個案統整掌握情境與列算的能力，同時配合評量的實施，可以幫助研究者瞭解個案部分的學習表現，得以進行教學的修正。三、實施錨式教學法的分析與建議：研究者從實施錨式教學的過程中，以課程、教學、評量、其他等四個方面來進行分析與建議，歸納出錨式教學法具備的教學特性，例如：發揮多元彈性的教學精神、營造愉悅輕鬆的學習情境等；與應進行修正之處，例如：切割單元情境的情節設計、適用對象的限制等。同時，可以肯定光碟情境的提供對於個案學習有正向幫助，也在解題時發揮了良好的學習效益。四、相關人員對於錨式教學法實施之看法：個案與個案導師對於錨式教學法的實施均持肯定意見，不論是個案本身對於數學學習的態度與認知更趨正向，導師也對於錨式教學法所能引發個案學習動機、提升個案學習表現與學習的遷移性多所肯定。根據上述研究結果，本研究提出若干建議如下，以供參考：一、建議可將錨式教學法進行推廣，包括研究對象的增加、教材編製的領域擴展及更多實務教學者的參與，希冀可以讓錨式教學法更臻完備。二、對未來研究方向的建議，包括：探討其他領域系統性運用錨式教學法的情況、探討不同對象接受錨式教學法的差異與探討接受錨式教學法之個案的後續發展等。
Adopting the methods of case study, this research aims to grasp the conversion of the abilities in the aspects of answering skills, collaboration learning, and learning attitudes among those elementary school children with mathematics learning disabilities. Through the observation about the students’ learning performance and the interview of the participants, we go further to investigate the performance of anchored instruction and provide suggestion. Combining with the interview and relative data, the researcher performed teaching as a real teacher to present the progressive conversion of the cases adopting anchored instruction. The following are the findings of our investigation.(1) The aspect of learning course: the cases has improved not only in the abilities of answering skills, but also in that of collaboration learning as well as a more active learning attitude after the adoption of anchored instruction. As a result, we may say that anchored instruction helps the cases improve the abilities of “answering skills’, “collaboration learning”, and “learning attitudes”. (2) The aspect of answering performance: from the case performance in the unit practices and contextual questions, it can be proved that unit practices bring a positive influence in reinforcing calculation capability and learning reservation effect, while contextual questions assist in integrating the contexts and mastering the calculation capability. With the use of evaluation, researchers can be clear about the learning performance of the case in order to proceed an amendment to their teaching. (3) The analysis and suggestion about performing anchored instruction: in the process of applying anchored instruction, the researcher makes suggestions and analysis from the dimensions of “curriculum”, “teaching”, “evaluation” and “others” to generalize the teaching characteristics of anchored instruction, such as expressing flexible teaching essence, constructing cheerful and relaxed learning contexts and so on. We also point out some shortcomings which can be corrected and improved, such as divided contextual design of each unit, the limitation of appropriate objects and so forth. Meanwhile, it is also justified that providing contexts would lead to a positive influence as well as good learning benefits while answering questions.(4) The viewpoints of the participants about anchored instruction: both the case and the homeroom teacher hold positive views toward anchored instruction. The attitude of the case about mathematics learning inclines toward more active direction. The homeroom teacher also approves of the functions that anchored instruction can arouse the learning motivation and promote the performance of the case. According to the mentioned results, our research brings up several suggestions for reference, as following. (1) It is suggested that anchored instruction widely promoted, including the increase of the research objects, the expansion of the teaching material edition, and the participation of more practical instructors, hoping that the anchored instruction to be more complete. (2) Suggestion to future studies, inclusive of the discussion of how anchored instruction is applied in other fields, the difference among various groups adopting anchored instruction, and the afterward development of the cases.
碩士
建立日期: 2006
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4157
資源來源: NUTN IR

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悅數，躍數－應用錨式教學法在國小數學障礙學童之個案研究

林和秀; Lin, He-Shiou 詹士宜; Shih-Yi Chan; 特殊教育學系碩士班 2006

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