國小五年級學生在動態多重表徵情境下建構分數加法概念之研究

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國小五年級學生在動態多重表徵情境下建構分數加法概念之研究
著者: 曾振家; Tzeng, Jen-jia
謝哲仁; JE-REN SHIE; 數學教育學系
主題: 分數運算; 電腦輔助學習; 情境化教學; 多重表徵; operation of fraction; situational instruction; computer-assisted instruction; multiple representations
描述: 在國小數學課程中，「分數」運算的教材內容一直是學生最感困難的部分之一，很多學生甚至完全不了解其意義，而只是模仿老師的算法。建構主義認為認知的主體是學生，並強調其在認知過程中的主動性及建構性。因此，所有教學策略的最終目的，都是要引導學生自行建構一個個別化的完整知識體系。科技的日新又新，視窗介面的引進，使我們可以藉由操控滑鼠的方式來主動操控圖像(icon)，因此學習者可以來回的操控所發生的現象，在變動中把不變的性質抽取(abstract),符合主動建構的精神。然而傳統的電腦輔助教學設計多偏重在練習及題目展示方面的設計，而且將重點放在由電腦自行教學或處理學習上，其實是與新課程扞格不入的。因此，「教具及學具」觀點的電腦輔助教學，建議將電腦當作工具，教師根據課程及教材內容的特質，設計出能幫助教學的教具或學生操作的學具，是當務之急。因此本研究以分數加法為教材內容，利用電子試算表Excel 2000強大的運算能力與圖表功能，建構動態連結的多重表徵學習情境，並實際進行實驗教學。結果顯示，五年級學生在分數加法問題的學習成就上，經過四星期八節課的介入教學後，實驗組學生的表現顯著優於控制組。
In Elementary Mathematics curriculum, materials for the operation of “fraction” have always intimidated student learning. Many students do not understand its meaning but mimic teachers’ problem-solving strategies.Constructivists treat students as subjects for cognition and emphasize the activeness and constructiveness in cognition. Therefore, the final goals for all instructional strategies are to guide students in constructing an individualized body of knowledge by themselves.Technology has constantly advanced itself. The introduction of Windows interface enables us to use a mouse for manipulating icons. The phenomena of putting students in constant control of abstracting the invariance from variances may well comply with the active spirit of constructivism.Traditional computer-assisted instructional (CAI) design focuses mainly on drills and question displays and stresses upon computer-managed tutorials or programmed learning, and is in fact not compatible with the new curricula. Consequently, in view of CAI as instructional and learning tools, where the computer serves as an instrument, teachers may see the urgent needs of designing instructional instruments or student helpers in accordance with the features of curriculum and materials.Thus, this study takes the addition of fractions as contents of instruction to construct dynamic-linking examples of multiple representational learning situations. A teaching experiment was conducted. After four weeks, the results showing that the performance of fifth experiment graders were significant outstanding than the compared students.
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建立日期: 2003
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5908
資源來源: NUTN IR

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國小五年級學生在動態多重表徵情境下建構分數加法概念之研究

曾振家; Tzeng, Jen-jia 謝哲仁; JE-REN SHIE; 數學教育學系 2003

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