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研究生:林宜蒨
研究生(外文):Yi-chian Lin
論文名稱:從過程導向教學幫助國小五年級學童發展數字常識之研究
論文名稱(外文):A study of helping students develop number sense of fifth graders through process-oriented teaching
指導教授:楊德清楊德清引用關係
指導教授(外文):Der-ching Yang
學位類別:碩士
校院名稱:國立嘉義大學
系所名稱:國民教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:200
中文關鍵詞:數字常識估算參考點心算數字大小過程導向
外文關鍵詞:number sensecomputational estimationbenchmarkmental computationnumber magnitudeprocess-oriented
相關次數:
  • 被引用被引用:21
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  • 下載下載:154
  • 收藏至我的研究室書目清單書目收藏:2
本研究旨在探討國小五年級學童數字常識的發展情形。
在實施數字常識教學前、後,皆以許清陽編制之標準化「國小高年級學童數字常識評定量表」施測,以了解教學前、後五年甲班學生的數字常識表現;並根據前測成績,以分層立意抽樣方式從中抽樣六名學童進行教學前、後的訪談,以了解抽樣學生經過一學期教學後的數字常識具備狀況。在兩次訪談之間全班進行每週一次的數字常識教學,教學過程中以學生為中心,學生熱烈的進行小組討論,班級的氣氛是熱烈的。
在上述的研究流程中,本研究的結論如下:
一、五年甲班學生在教學前、後兩次測驗中,在數字常識評定量表的成績表現從前測的答題正確率33﹪提昇至47﹪;以及全體學生答對題目的平均數由12題提昇至17.27題。t考驗的結果亦達到顯著性差異。
二、在經過一學期的數字常識學習後,六位抽樣學生的數字常識訪談情形皆有所差異。高分組學生的數字常識發展、表現良好。中分組學生對數字常識的發展則呈現較大幅度的成長。低分組學生對數字常識的發展則呈現小幅的成長。
三、在過程導向的數字常識教學活動下,學童從中獲得肯定與喜悅。在不做紙筆計算的前提下,讓學生嘗試各種解題的方式。研究者從引導教學流程中,幫助學生經由思考與討論來發展數字常識。在這樣的教學流程中,學生們習得並發展了自身的數字常識。在課堂結束前,由教師引導學生做最後的總結,以加深學生的學習印象。
The purpose of this study was to make a search for the developmental situation of number sense of fifth graders.
Before the instruction of number sense, using the instrument of ”Standardized Rating Scale of Number Sense of Fifth and Sixth Graders” which was designed by Ching-yang Hsu to explore the performance of the fifth graders. According their performance, six students were chosen by stratified purposeful sampling. Then, going with the interview of number sense related items individually. The results illustrated their abilities of number sense and comparing with the performance of interview after the instruction of one semester. So did the post-test. Between pre- and post- interview of six students, the process-oriented teaching of number sense was going through one class a week. In class, it’s student-centered. Students discussed to their own group. The atmosphere of this class was ardently.
Under the process of researches showed above, the findings of this study were as follows:
1. Comparing with pre-test, students who could answer correctly in the post-test about this scale strode from 33﹪to 47﹪, and the means strode from 12 to 17.27. Results indicated that significant differences in performance between pre- and post- test.
2. In the end of the instruction, there was difference between samples of 6 students. These students were interviewed with number sense related items. High ability students acquitted themselves well with number sense related items. Middle ability students showed wider range of advance than pre-interview. Low ability students showed less progress after instructions of number sense.
3. Going with the process-oriented teaching, the students obtained self-confidence and joyance. In the class, students tried to answer the questions as possible as they could, except using paper-and-pencil computation algorithms. The researcher led the process to help students develop number sense through thinking and discussion. Going through the procedure of process-oriented teaching, students learned number sense and developed their own number sense. In the end of the class, the researcher inducts all of the students to make conclusions about the core concepts of number sense.
第一章 緒論
第一節 研究背景與動機.............................. 1
第二節 研究目的 .................................. 4
第三節 研究問題 .................................. 4
第四節 名詞解釋 .................................. 5
第五節 研究範圍 .................................. 5
第二章 文獻探討
第一節 數學教育的走向與數 ....................... 7
第二節 數字常識的理論基礎 ....................... 9
第三節 過程導向教學與數字常識 ................... 28
第三章 研究方法與實施
第一節 研究方法 ................................ 37
第二節 研究情境 ................................. 39
第三節 研究流程 ................................. 40
第四節 研究設計與實施 ........................... 43
第五節 研究參與者 .............................. 53
第六節 資料的蒐集 .............................. 55
第七節 資料的分析 .............................. 60
第四章 研究結果與討論
第一節 學童在教學前、後之數字常識評定量表之表現... 65
第二節 樣本學生在數字常識測驗、訪談的表現 ........ 70
 第三節 過程導向之數字常識教學活動 ............... 121
第五章 結論與建議
第一節 結論 ...................................... 157
第二節 建議 ...................................... 159
參考書目
中文部分 ......................................... 162
英文部分 ......................................... 163
附錄
附錄一 數字常識教學活動 ......................... 170
附錄二 訪談題目 ................................. 177
附錄三 學生(S4)課堂上的學習單 .................. 180
附錄四 H1的教學前訪談摘錄 ........................ 181
附錄五 數字常識教學摘錄 ........................ 193
圖次
圖2-2-1 數字常識與問題解決的關係 ................. 24
圖2-3-1 促進兒童思考架構圖 ..................... 32
圖3-1-1 研究方法的混合 ......................... 38
圖3-3-1 研究流程圖 ............................ 42
圖3-4-1 過程導向教學流程 ....................... 46
圖3-7-1 資料分析過程 ........................... 61
圖4-2-1 H1的數學日誌 ........................... 78
圖4-2-2 H2的數學日誌 ........................... 79
圖4-2-3 M1的數學日誌 ........................... 87
圖4-2-1 L1的數學日誌 ............... ........... 106
圖4-2-1 L2的數學日誌 ........................... 113
圖4-3-1 S28的學習單 ........................... 132
圖4-3-2 S21的學習單 ........................... 139
圖4-3-3 S5的學習單 ........................... 149
表次
表3-4-1 教學與評量實施計劃表 .................... 52
表3-7-1 原始資料編碼意義表 ...................... 62
表4-1-1 五年甲班學童教學前於數字常識評定量表與各分量表之表現 情形 .............................................. 67
表4-1-2 五年甲班學童教學後於數字常識評定量表與各分量表之表現情形 .............................................. 68
表4-1-3 五年甲班學生教學前、後之數字常識量表t考驗.. 70
表4-2-1 數字常識教學前、後,各組抽樣學生的數字常識量表成績 .............................................. 71
表4-2-2 數字常識教學前、後,抽樣學生的數字訪談答題情形 .............................................. 72
表4-2-3 H1於教學前、後的訪談情形 ................ 73
表4-2-4 H2於教學前、後的訪談情形 ................ 79
表4-2-5 M1於教學前、後的訪談情形 ................ 89
表4-2-6 M2於教學前、後的訪談情形 ................ 97
表4-2-7 L1於教學前、後的訪談情形 ................ 111
表4-2-8 L2於教學前、後的訪談情形 ................ 117
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1. 歐用生(1994)。提昇教師行動研究的能力。研習資訊,11(2),1-
2. 楊德清(2000a)。數字常識與筆算能力,教師之友,41(2),30-35。
3. 楊德清(1998)。筆算能力與數字常識表現之差異性的探討。科學教育月
4. 詹志禹(1996)。認識與知識:建構論VS.接受觀。教育研究雙月刊,
5. 陳聖謨(1999)。教師及研究者--談教師的行動研究。國教之友,51
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