臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：國小四年級學童分數概念之診斷教學研究
書刊名：國立臺北教育大學學報. 數理科技教育類
作者：陳明宏／呂玉琴 引用關係
作者(外文)：Chen, Ming-hung／Leu, Yuh-chyn
出版日期：2005
卷期：18:2
頁次：頁1-31
主題關鍵詞：診斷教學；認知衝突；迷思概念；等分；簡單分數；單位量；等值分數；Diagnostic teaching；Cognitive conflict；Misconception；Equal-sharing；Simple fraction；Units；Equivalent
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:8
  • 點閱點閱:38
本研究旨在探討分數概念診斷教學的成效。研究方法採用教學實驗法，實驗組採用診斷教學，控制組採用小組討論式教學，對國小四年級學童進行分數概念教學。實驗組一班，33 位學生；控制組一班，34 位學生。本研究透過實驗組學童在課堂學習的情況及分數概念後測、學校期中評量的分數試題來檢驗診斷教學的成效。 研究發現，診斷教學法能製造學童的認知衝突，進而達到概念澄清與糾正的效果，有效改善學童的分數迷思概念，主要研究結果如下： 1.接受診斷教學的學童在分數概念課堂的表現有利於學習。 2.接受診斷教學的學童在分數概念後測試題的整體分數概念及各子概念的答對率皆高於接受小組討論式教學的學童。 (1)實驗組學童在整體分數概念及單位量概念、等值分數概念的表現上顯著優於控制組。 (2)兩組學童在等分概念及簡單分數概念的表現上沒有顯著差異。 3.接受診斷教學的學童在期中評量分數試題的整體分數概念及各子概念的答對率皆高於接受小組討論式教學的學童。 (1)實驗組學童在整體分數概念及等值分數概念的表現上顯著優於控制組。 (2)兩組學童在分數類別辨識、單位轉換及簡單分數概念的表現上無顯著差異。 根據研究結果，本研究對診斷教學活動設計、教材、教學、師資培育以及未來的研究方向提出一些建議。
The purpose of this research is to examine the effectiveness of the diagnostic teaching on fraction. The research method is an experiment approach and the lessons of fraction were taught to the fourth grade students of elementary school. The experimental group consisted of 33 students and was instructed by diagnostic teaching and the control group had 34 students and was taught with small discussion groups. The result of the diagnostic teaching is analyzed through comparisons and contrasts between these two groups from three sources: (a)the learning phenomenon in class; (b)performances on a fraction test after instructions were completed; and (c)scores of fraction questions on the school’s midterm. The result of this research reveals that the diagnostic teaching can create cognitive conflicts on students. Through this process, students’ concept can be clarified and corrected, and students’ misconception on fraction can be dispelled effectively. The main research results are reported as follows: 1.Learning phenomenon in class: The diagnostic teaching is beneficial for learning. 2.Performances on the fraction test: The rates of correct answers are generally higher for students with diagnostic teaching than the control group. (a) The students who received diagnostic teaching performed better in the following concepts: the whole fraction concept, unit concept, and equivalent fraction concept. (b)These two groups of students have no significant differences in their performances on the equal-sharing concept and simple fraction concept. 3. Midterm: The rates of correct answers are generally higher for students with diagnostic teaching than the control group. (a) The students with diagnostic teaching performed better in the following concepts: the whole fraction concept and equivalent fraction concept. (b)These two groups of students have no significant differences in their performances on the fraction assortment recognition, unit commutation and simple fraction concept. Meanwhile, according to the research results, this study proposes some suggestions for designing activities of diagnostic teaching, textbooks, instructions, teacher development, and the future research directions.
期刊論文
1.呂玉琴(1991)。分數槪念：文獻探討。國立臺北師範學院學報，4，573-606。  延伸查詢new window
2.李源順(1996)。國小幾何的動態診斷教學實驗研究。國立僑生大學先修班學報，4，345-375。  延伸查詢new window
3.Bell, A. W.(1993)。Some experiments in diagnostic teaching。Education Studies in Mathematics，24，115-137。  new window
4.Hunting, R. P.(1983)。Alan: A case study of knowledge of units and performance with fraction。Journal for Research in Mathematics Education，14(3)，182-197。  new window
5.Slavin, R. E.(1984)。Team assisted individualization: Cooperative learning and individualized instruction in the mainstreamed classroom。Remedial and Special Education，6，33-42。  new window
6.Tirosh, D.、Stavy, R.(1996)。Intuitive rules in mathematics and science: The case of "The more of A, the more of B''。International Journal of Science Education，18(6)，653-667。  new window
7.Niaz, M.(1998)。A lakatosian conceptual change teaching strategy based on student ability to build models with varying degrees of conceptual understanding of chemical equilibrium。Science and Education，7(2)，107-127。  new window
8.Hewson, M. G.、Hewson, P. W.(1983)。Effect of instruction using students, prior knowledge and conceptual change strategies on science learning。Journal of Research in Science Teaching，20(8)，731-743。  new window
9.林福來、黃敏晃、呂玉琴(19960900)。分數啟蒙的學習與教學之發展性研究。科學教育學刊，4(2)，161-196。new window  延伸查詢new window
10.李源順(2001)。0.9的診斷教學實驗。科學教育研究與發展季刊，25，31-48。  延伸查詢new window
會議論文
1.林福來、郭汾派、林光賢(1985)。比例推理的迷思概念診斷與補救。科教研討會。師大化學系。115-138。  延伸查詢new window
2.Bell, A. W.(1992)。Diagnostic teaching selected lectures。The 7th International Congress on Mathematical Education。Quebec。19-34。  new window
3.Bergeron, J. C.、Herscovics, H.(1987)。Unit fraction of a continuous whole。The 11th International Conference for the Psychology of Mathematics Education。Montreal。  new window
4.Figueras, O.、Filloy, E.、Voldemoros, M.(1987)。Some difficulties which obscure the appropriation of the fraction concept。The 11th Conference of International Group for the Psychology of Mathematics Education。Montreal。366-374。  new window
5.Figueras, O.(1989)。Two fifferent view of fraction: Fractionating and operating。The 13th Conference of International Group for the Psychology of Mathematics Education。Paris。  new window
6.Francisco, B.、Sandra, M.、Alina, S.(2002)。How to promote children’s understanding of fractions? An exploratory study。The 26th Conference of International Group for the Psychology of Mathematics Education。Norwich。89-96。  new window
7.Tirosh, D.、Stavy, R.(1999)。The intuitive rules theory and inservice teacher education。1999 International Conference on Mathematics Teacher Education。Taipei, Taiwan：Department of Mathematics, National Taiwan Normal University。205-225。  new window
研究報告
1.林福來(1992)。教與學的整合研究(II)：分數啟蒙的診斷教學。  延伸查詢new window
2.楊壬孝(1989)。國中小學生分觀念的發展。  延伸查詢new window
3.Kerslake, D.(1987)。Fraction: Children’s strategies and errors。London：NFER-NeLson。  new window
學位論文
1.江南青(1986)。比例概念的診斷與補救(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.黃靖瑩(2003)。國小中年級學童分數概念之研究(碩士論文)。國立台北師範學院。  延伸查詢new window
3.游政雄(2002)。台灣北部地區國小中年級學童分數概念之研究(碩士論文)。國立台北師範學院。  延伸查詢new window
4.詹婉華(2003)。國小高年級學童分數概念之探究(碩士論文)。國立台北師範學院。  延伸查詢new window
5.Columba, H. L.(1989)。Equivalent fractuon concepts: A teaching experiment(博士論文)。University of Louisville。  new window
6.陳雪華(2002)。探討國小四年級學童直觀面積概念在動態診斷教學下之成效(碩士論文)。國立台北師範學院。  延伸查詢new window
圖書
1.Piaget, J.、Inhelder, B.、Szeminska, L.、Lunzer, E. A.(1970)。The child’s conception of geometry。London：Routledge and Kegan Paul。  new window
其他
1.林清山(1989)。實驗研究法在教育研究上的應用及限制(科學教育研究方法第一次研習會)。  延伸查詢new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：644（臺灣：626，外國：18） ／ 本年度總使用人次：2178223 ／ 訪客人次（自102年09月）：67985021
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上