知觉与关键概念面质教学策略对国

1、國小教師對建構式數學知覺與關鍵概念面質教學策略對國小四年級學生數學概念改變及數學成就之影響指導教授：丁振豐博士學生：陳琪瑤摘要本研究包含三個子研究，研究一研究目的為：藉由問卷瞭解國小現場教師對 建構式數學的知覺及實施建構式數學教學時的困境。研究二研究目的為：藉由訪 談與研究一之問卷結果交互驗證，探討國小教師對建構式數學的可能誤解及實施 建構式數學教學困難。研究三目的則在於：一、依據研究一、二的結果，參考建 構主義和概念教學的理論及相關研究，發展一套國小學生數學關鍵概念面質教學 模式。二、探討關鍵概念面質教學模式教學，對國小四年級學生數學概念改變及 數學成就之影響。研究三採準實驗研究，以研究者擔

2、任導師班級為實驗組，同學 年其他班級隨機抽樣30位學生當控制組。實驗教學所得資料，量化部份以學生 瑞文式智力測驗、三年級下學期定期評量數學成績為共變量，以單因子共變數分 析統計法進行資料分析；質性資料部份則以上課語料進行分析，以課後訪談和學 生學習日誌內容進行三角交叉檢測。分析結果發現：一、成就測驗部份，實驗組優於控制組；定期評量部份，實驗組平均數高於控制組但未達顯著水準。二、學生在關鍵概念面質教學過程中確實發生概念改變。本研究綜合研究一、二、三之結論為:建構主義取向教學是一種注重學習者認知基模是否發生改變的教學，而不只是展示解題歷程的教學二、建構主義取向教學過程以學習者內在對話進而進行群體外

3、在對話，針對關鍵概念面質；而非著重引導學生進行各說各話式的討論三、建構主義取向教學能提升學生反思能力，而順利將習得概念遷移至解決較複雜認知層次之問題；並不會使學生在數學評量上成績低落四、建構主義取向教學，是尊重學習者的適性教學；而非要求學生拆解呈現先前解題歷程，使用冗長繁瑣而唯一的解題格式五、建構主義取向教學以面質學生迷思概念為教學重點，因此能在目前小 學編排之數學教學時間內順利進行最後本研究依據研究結論，對小學教師、教科書編輯委員及審查委員、後續 研究者提出幾點建議，期能有助於改善未來小學數學教育。the concepts of constructivist models of mathem

4、atics teaching inelementary teachers and influence the confrontation style of teachingstrategy in key conceptsadvisor :student : chi-yao chenabstractit is an experimental research on constructivist models of mathematics teaching (cmmt). the researcher attempted to challenge the concepts of cmmt in e

5、lementary teachers, redesign the key elements of teaching mathematics and fix the methods of teaching therefore, this research would be divided into three stages. the first stage tended to examine the concepts of cmmt in teachers who are concerning elementary mathematics teaching. the second stage t

6、estified the results of the survey from the previous stage and interviewed two types of teachers, professional teachers and typical teachers. the purposes of these interviews were to understand the misconcepts of teachers in cmmt and verified the research on stage one. finally, the researcher conclu

7、ded the outcomes from stage one and two, then, redesigned the lesson plans for cmmt. the purpose of this stage was to demonstrate that the precise cmmt would bring up the critical ability of students and improve their mathematics achievement.after doing the step-by-step procedures and testifying the

8、 results of this research, the researcher found that the cmmt is quite doable in taiwan and helpful for students to improve their logical and critical thinking of mathematics. in addition, this finding also proved that adapting cmmt would not lower down the grades of students in their mathematics examinations.nevertheless, the researcher provided several recommendations to teachers, textbook editors and o