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研究生:羅秋霞
研究生(外文):LO CHIU HSIA
論文名稱:圖示表徵策略對提昇國小三年級數學低成就學童加減文字題補救教學成效之研究
論文名稱(外文):Effects of remedial teaching of elementary school third grade underachiever on addition and subtraction word problems using graphic representational strategy
指導教授:呂翠華呂翠華引用關係
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:特殊教育學系碩士班
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:163
中文關鍵詞:圖示表徵策略數學低成就加減文字題補救教學成效
外文關鍵詞:graphic representational strategyunderachieveraddition and subtraction word problemsthe effect of remedial teaching.
相關次數:
  • 被引用被引用:77
  • 點閱點閱:3046
  • 評分評分:
  • 下載下載:511
  • 收藏至我的研究室書目清單書目收藏:12
本研究旨在探討圖示表徵策略對提昇國小三年級數學低成就學童加減文字題的補救教學成效。本研究的圖示表徵策略包括問題基模教學與圖示表徵策略教學兩部分,研究方法採用單一受試研究的逐變條件設計,針對三名國小三年級普通班數學低成就學童進行實驗教學與評量,探討一步驟加減文字題的立即評量、維持評量的成效及解題歷程錯誤與解題態度的改變情形,透過圖表呈現、目視分析、C統計與訪談的方式進行資料分析,研究結果如下:
一、圖示表徵策略教學能增進國小三年級數學低成就學童一步驟加減文字題的整體解題表
現,且具維持的效果。
二、圖示表徵策略教學能增進國小三年級數學低成就學童一步驟加減文字題各題型的解題
表現,且部分題型具維持效果。
三、圖示表徵策略教學能幫助國小三年級數學低成就學童理解題意、正確列式,減少解題
歷程的錯誤。
四、圖示表徵策略教學能改進國小三年級數學低成就學童的解題態度。
根據上述結果,本研究對數學低成就學童的補救教學及未來相關研究提出建議。
This study investigated the effects of graphic representational strategy on addition and subtraction word problems of math underachiever. The graphic representational strategy of this study includes two parts: problem schema teaching and graphic representational strategy teaching. Changing conditions design of single subject research is applied as the research method; it aims at conducting experimental teaching and assessments on elementary school third grade underachiever of regular classes, to explore the accuracy of one-step addition and subtraction word problems on immediate test, maintenance test, as well as changes in problem-solving process errors and problem-solving attitude. The finding was showing that:
1.Graphic representational strategy teaching is able to improve the
overall problem- solving performances of underachievers on one-
step addition and subtraction word problems and in addition,
maintenance effects.
2.Graphic representational strategy teaching can improve the problem-
solving performance of underachievers on all kinds of one-step
addition and subtraction word problems, in addition, part of the
problems are able to maintenance effects.
3.Graphic representational strategy teaching can assist
underachievers in comprehending word problems, equating
accurately, and thus reducing problem-solving process errors.
4.Graphic representational strategy teaching improves the problem-
solving attitude of underachievers.
目 次………………………………………………………………Ⅰ
表 次………………………………………………………………Ⅲ
圖 次………………………………………………………………Ⅴ
第一章 緒論…………………………………………………1
第一節 研究動機……………………………………………1
第二節 研究目的與待答問題…………………………………5
第三節 名詞釋義………………………………………………7
第四節 研究限制……………………………………………9
第二章 文獻探討…………………………………………………11
第一節 數學低成就學童的成因與學習特性……………………11
第二節 圖示表徵策略的相關理論與研究………………………14
第三節 圖示表徵策略與文字題解題的相關研究……………32
第三章 研究方法………………………………………………41
第一節 研究對象與情境………………………………………41
第二節 研究設計………………………………………………45
第三節 研究工具………………………………………………55
第四節 教學設計……………………………………………59
第五節 研究程序………………………………………………65
第六節 資料分析………………………………………………68
第四章 結果與討論……………………………………………71
第一節 整體解題表現的分析……………………………………71
第二節 個別題型解題表現的分析………………………………85
第三節 綜合討論…………………………………………………90
第五章 結論與建議………………………………………………93
第一節 結論………………………………………………………93
第二節 建議…………………………………………………94
參考文獻……………………………………………………………97
一、中文部分………………………………………………………97
二、英文部分………………………………………………………101
附 錄………………………………………………………………109
附錄一 家長同意書……………………………………………109
附錄二 篩選測驗(計算題)…………………………………110
附錄三 篩選測驗(文字題)…………………………………111
附錄四 基線期評量卷…………………………………………113
附錄五 問題基模教學方案一(改變類)………………………114
附錄六 問題基模教學方案二(合併類)………………………119
附錄七 問題基模教學方案三(比較類)………………………124
附錄八 圖示表徵策略教學方案一(改變類)…………………129
附錄九 圖示表徵策略教學方案二(合併類)…………………136
附錄十 圖示表徵策略教學方案三(比較類)…………………142
附錄十一 圖示表徵策略教學方案四(三類混合)…………148
附錄十二 改變類問題基模教學學習單……………………… 153
附錄十三 改變類問題基模教學立即評量…………………… 154
附錄十四 介入期一評量卷…………………………………… 155
附錄十五 改變類圖示表徵策略教學學習單………………… 156
附錄十六 改變類圖示表徵策略教學立即評量……………… 157
附錄十七 各類混合圖示表徵策略教學立即評量…………… 158
附錄十八 維持期評量卷………………………………………159
附錄十九 訪談大綱……………………………………………160
附錄二十 加減文字題解題評量卷分數記錄表……………… 161
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