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 本研究主要在探究暫行綱要和正式綱要的數學領域銜接，進而討論九十五學年度小學六年級連續使用康軒版教材的學生，所面臨之分數課程銜接問題，並進行分數除法的行動研究，以自身任教的班級為研究場域，紀錄使用康軒版本教科書「分數的除法」之後的銜接補強教學，以瞭解實踐分數除法的教學過程中所遭遇的困境及解決方法。本研究的結論如下：一、暫行綱要與正式綱要都重視多元評量，但是課程的基本理念、目 標與教學實施原則都有差異；在分數的部份，正式綱要的教材加 深加廣許多，有七條能力指標提前一個年級教授。二、九十五學年度小學六年級連續使用康軒版教材的學生，並無分數 的關鍵性課程銜接問題，但是在「分數除法」單元中偏重連續量 的情境題，離散量的情境題過少。三、藉由分析教材、前測與學生的晤談，幫助研究者釐清分數除法的 概念，擬定研究方向，並提出具體的補救教學處理策略。建議教 師教授「分數除法」單元時，應增加較多的上課時數，呈現多樣 化的佈題情境。
 The main purpose of this research is to investigate the problems of mathematical curriculum articulation. The subject is to offer a solution for grade six students who use Knsh materials in the elementary school in 2006. Documentary analysis and action researches are performed to collect data. According to the data analysis and discussion, the results are concluded.This study was describes a teacher’s teaching process on grade six fraction. The dilemma of teaching and its solution were studied in this case, and furthermore, factors affect a teacher’s teaching strategies and her self-reflections were also studied. The target of this study was the teacher’s class. The content of teaching covered one unit under the topic of “division of fractions” that is taught in Kang Hsuan mathematic material the 11th edition. The reflections shown in the report from three levels of the procedure are (1)the action and reflection before teaching, (2)practicing at teaching sense, and (3)the reflection after teaching. The teacher’ s strategies of action included analyzing teaching material, collecting and studying students’ solution records, inditing notes for reflecting and interviewing students.The teacher will also derive a concrete teaching strategy after discussing fraction teaching cases with professors, analyzing the teaching material, collecting and analyzing students’ solution records.Based on the results shown from above, this research will provide some suggestions to the authority of education, the publishers of textbooks, teachers, and researchers related to mathematical curriculum articulation.
 第一章 緒論第一節 研究背景與研究動機…………………………………………………1第二節 研究目的與研究問題…………………………………………………7第三節 名詞界定、研究範圍與研究限制……………………………………8第二章 文獻探討第一節 數學課程的沿革與銜接之意涵……………………………………. 13第二節 分數概念……………………………………………………………..32第三節 相關研究探討………………………………………………………..43第三章 研究設計與實施第一節 研究歷程與研究架構………………………………………………..61第二節 研究方法……………………………………………………………..63第三節 研究範圍與樣本……………………………………………………..75第四節 資料的搜集、整理與分析…………………………………………..80第四章 研究結果與討論第一節 暫行綱要與正式綱要之分析比較…………………………………..86第二節 康軒版教科書之分析比較…………………………………………..103第三節 分數教學實踐之歷程與展現………………………………………..111第五章 結論與建議第一節 暫行綱要與正式綱要之間所呈現的差異…………………………..143第二節 建議…………………………………………………………………..149參考書目……………………………………………………………………...153