(3.230.173.249) 您好!臺灣時間:2021/04/21 05:00
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:柯怡君
研究生(外文):Co,Yi-Chun
論文名稱:以問題為中心的數學教學策略在資優班與普通班實施之比較
論文名稱(外文):A Comparison of Using Problem-centered Mathematical Teaching
指導教授:張靜嚳張靜嚳引用關係
指導教授(外文):Chang,Ching-kuch
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:1994
畢業學年度:82
語文別:中文
論文頁數:108
中文關鍵詞:以問題為中心教學策略數學教學資優班普通班
外文關鍵詞:gifted classmathematics teachingnormal class
相關次數:
  • 被引用被引用:10
  • 點閱點閱:121
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:4
本研究的目的在探討「以問題為中心」的教學策略在不同性質的班級 (即
,資優班和普通班) 實施,教師可能遭遇到的問題,解決問題的策略,以
及學生的需求。同一位數學教師同樣採用「以問題為中心」教學策略分別
在一班資優班和一班普通班進行數學課的教學實驗。本研究採質的研究法
。在一學期的教學實驗裡,分別進行了三十九次的教室觀察,三次的教師
晤談,五次每兩週一次的定期討論,以及訪談了十一名學生。資料收集包
含教室觀察的場記,教學與晤談轉錄,以及相關之文件。資料經內容分析
,恆常比較,並從任務、小組、和表達與分享三方面,對資優班和普通班
進行比較。結果發現,在任務方面,實驗教師最大的困難是任務的選取和
設計。教學資源缺乏,和學校重視考試成績,使得教師在任務的選取和設
計上困難重重。資優班和普通班對於任務的難易度和任務呈現的方式有不
同的需要。在小組方面,實驗教師對資優班有延遲進行小組活動的現象,
因為她擔心教室秩序會失控。反之,在普通班則駕輕就熟。資優班傾向尋
找能合作與討論的對象分組;普通班學生則傾向S型分組以期獲得成績較
優學生的幫助。普通班比資優班較熱衷於組間的分數競爭。在表達與分享
方面,資優班比普通班學生較能表達,較能分享別人的意見和觀點,也較
具有智力自主性;相對的,普通班學生表達能力較弱,分享需要較低。他
們只要有一個答案即可滿足;而且需要教師對其發言不論對錯均給予適當
的回饋。綜合言之,在不同性質班級實施「以問題為中心」的教學時,在
任務、小組、和表達與分享上,不同的學生有不同的需要。教師需要調整
教學實施的方式和技巧以滿足學生不同的需要。
This study was about a teacher who used problem-centered
teaching strategies in two differnt classes(i.e., gifted and
normal) of a junior-high school. The purpose of this study was
to investigate what problems the teacher had, what solutions
the teacher came up with,and what needs in task, grouping, and
sharing of thetwo different kinds of classes. The study used
qualitative method and took 17 weeksin classroom observations,
interviews (3 times for the teacher and one time for 11
stuents) and 5 periodic discussions. By using constant
comparison and triangulation to analyze the data of the study,
we have the following findings: In task, the most difficult
thing the teacher had was to choose and design the right task
for small group discussion. Due to lackingin teaching
resources, emphasizing examination grades in school and
different needs in task, which made the teacher had the
difficulty in choosing and designing the task. Also, the two
different kinds of students showed different needs in task. In
grouping, the gifted students have classroom disorder problem
because the teacher didn''t make the rules in class when first
grouping. The two different kinds of students had different
needs in grouping and cooperating ways. The gifted students
believed they could discuss more thoroughly by finding their
partners under good class order. The normal students believed S-
type grouping was easier to get help from good students.The
gifted students needed more diffcult task to make them
cooperate, and the normal students needed competition to make
them cooperate. In sharing, the teacher hadproblem about the
culture of two different kinds of students''. The gifted
students could not be satified with a single answer. They
preferred to have a chance to express multiple answers. The
normal students were not good at expressing. They could be
satisfied with a single answer, but they needed the suitable
feedback of whether the answer was right or wrong.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關期刊
 
系統版面圖檔 系統版面圖檔