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題名：融入式診斷教學法對國小五年級學生分數學習成效之探究
書刊名：科學教育學刊
作者：溫世展
作者(外文)：Wen, Shih-chan
出版日期：2011
卷期：19:5
頁次：頁383-408
主題關鍵詞：迷思概念；單位量；等值分數；診斷教學；認知衝突；Misconception；Unit amount；Equivalent fraction；Integrated diagnostic teaching；Cognitive conflict
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  • 被引用次數被引用次數:期刊(0) 博士論文(2) 專書(0) 專書論文(0)
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本研究旨在探討「融入式診斷教學法」對於分數學習的成效。本研究採準實驗設計，對國小五年級學童進行分數概念融入式診斷教學，研究工具包括融入式診斷教學活動及評量試題，實驗組(33人)採用融入式診斷教學，控制組(34人)採用小組討論式教學。實驗組與控制組學生在五年級上學期的數學期中考試、數學期末考試、前測的結果顯示二組學生的數學及分數概念在教學實驗前的表現是相當的。本研究透過二組學童的後測、延後測，以及實驗組課堂學習的情況來檢驗融入式診斷教學的成效。研究發現，融入式診斷教學法除仍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之外，並能節省教師設計教學活動所需花費的時間。主要研究結果如下：(1)接受融入式診斷教學的實驗組學童，在後測、延後測的表現都顯著優於控制組學生。(2)教學觀察分析顯示實驗組學生在教學活動中的學習表現有顯著提升，且學生的思考、反省與發表能力更加精進。根據研究結果，本研究對融入式診斷教學課程設計、教學、師資培育提出一些建議。
The purpose of this research is to examine the effectiveness of integrated diagnostic teaching on the learning of fractions. A Quasi-experimental approach is adopted in this research and the lessons on fractions were taught to fifth grade students in elementary school. The research tools included integrated diagnostic teaching activities and assessments. The experimental group was instructed using the method of integrated diagnostic teaching and the control group was taught using the method of small discussion groups. The two groups had similar math ability and fractions concepts before the experimental teaching. They were chosen based on two exams (midterm and final) during their first semester of 5th grade and a pretest on fractions. The results of the integrated diagnostic teaching were analyzed through comparisons and contrasts between these two groups from three sources: (1) results of a fractions test after instruction (a post-test); (2) a retention test; and (3) scores on the school’s midterm test in the second semester. In addition, judgments of experimental group students’ performance based on classroom observation is also included. The results of this research reveals that the integrated diagnostic teaching can create cognitive conflicts for students and their misconceptions on fractions can be dispelled, clarified and corrected effectively. In addition, it can save teachers’ lesson preparation time. The main research results are reported as follows: (1) The post-test, retention test and the school’s midterm results revealed that the experimental group achieved higher math scores than the control group. (2) The analysis on classroom observation revealed that integrated diagnostic teaching is beneficial for learning of fractions. It improves students’ thinking, reflection and oral expression skills. Further, based on the research results, this study proposes some suggestions for designing integrated diagnostic teaching activities, design of textbooks, instructions, teacher development, and future research directions.
期刊論文
1.房昔梅、鍾靜(20050900)。國小教師在高年級實施討論式數學教學之行動研究。國立臺北教育大學學報. 數理科技教育類，18(2)，33-63。new window  延伸查詢new window
2.Bell, A. W.(1993)。Some experiments in diagnostic teaching。Educational Studies in Mathematics，24(1)，115-137。  new window
3.楊德清、洪素敏(20031000)。比較分數大小--從具體、半具體至抽象符號表徵之教學行動研究。南師學報. 數理與科學類，37(2)，75-103。  延伸查詢new window
4.李源順、余新富、李勇諭(2006)。同分母分數加減法的教學研究。科學教育研究與發展季刊，114-141。  延伸查詢new window
5.洪素敏、楊德清、蔡鳳秋(20070700)。等值分數補救教學之研究。課程與教學，10(3)，125-160。new window  延伸查詢new window
6.胡蕙芬、李源順(20051200)。分數的整數倍教學實驗。科學教育研究與發展季刊，2005專刊，129-153。  延伸查詢new window
7.劉曼麗(20050300)。小數診斷教學研究。科學教育學刊，13(1)，29-52。new window  延伸查詢new window
8.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
9.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
10.陳琪瑤(20050600)。關鍵概念面質教學策略對國小四年級學生分數概念改變及數學成就之影響。教育心理學報，36(4)，375-393。new window  延伸查詢new window
11.Charalambous, C. Y.、Pitta-Pantazi, D.(2007)。Drawing on a theoretical model to study students’ understandings of fractions。Educational Studies in Mathematics，64(3)，293-316。  new window
12.Taber, S. B.(2007)。Using Alice in Wonderland to teach multiplication of fractions。Mathematics Teaching in the Middle School 12(5)，12(5)，244-250。  new window
13.Cramer, K. A.、Post, T. R.、delMas, R. C.(2002)。Initial fraction learning by fourth-and fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the rational number project curriculum。Journal for Research in Mathematics Education，33(2)，111-144。  new window
14.Cramer, K.、Wyberg, T.、Leavitt, S.(2008)。The role of representations in fraction addition and subtraction。Mathematics Teaching in the Middle School，13(8)，490-496。  new window
15.Iwasaki, H.、Hashimoto, M.(2000)。Cognitive change of fraction concepts in third graders: Analysis from the view of operational schema。International Journal of Curriculum Development and Practice，2(1)，1-10。  new window
16.Pantziara, M.、Philippon, G.(2011)。Levels of students' 'conception' of fractions。Educational Studies in Mathematics，78。  new window
17.Slavin, R. E.(1984)。Team assisted individualization: Cooperative learning and individualized instruction in the mainstreamed classroom。Remedial and Special Education，5(6)，33-42。  new window
會議論文
1.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
2.林清山(1989)。實驗研究法在教育研究上的應用及限制。臺北市。  延伸查詢new window
研究報告
1.呂玉琴、鄧寶生(2002)。兒童數、量、形概念調查及診斷教學之研究--應用 直觀規律理論--子計畫一：兒童分數概念調查及診斷教學之研究(II)。臺北市。  延伸查詢new window
2.李源順(2004)。九年一貫數學領域分數和小數能力指標的詮釋：子計畫二--分數四則運算。臺北市。  延伸查詢new window
3.林福來(1990)。比例概念深層結構的了解II：高中生複比與非線性比的了解。臺北市。  延伸查詢new window
4.林福來(1999)。教學思維的發展：整合數學教學知識的教材教法(3/3)。臺北市。  延伸查詢new window
5.林福來、黃敏晃(1993)。教與學的整合研究(II)：分數啟蒙的診斷教學。臺北市。  延伸查詢new window
學位論文
1.詹婉華(2003)。國小高年級學童分數概念之探究(碩士論文)。國立臺北師範學院。  延伸查詢new window
2.陳玉玲(2000)。概念改變教學策略對地球運動概念之教學效果--以國小六年級學生為例(博士論文)。國立政治大學。new window  延伸查詢new window
3.林筱娟(2011)。國小二年級分數診斷教學 之研究(碩士論文)。國立屏東教育大學，屏東。  延伸查詢new window
4.賴麗桂(2007)。資訊融入國小三年級學童分數診斷教學之研究。國立臺北教育大學，臺北市。  延伸查詢new window
圖書
1.教育部(2003)。國民中小學九年一貫課程綱要。臺北：教育部。  延伸查詢new window
2.Piaget, J.、Inhelder, B.、Szeminska, A.(1960)。The Child's Conception of geometry。London：New York：Rouledge：W. W. Norton & COPMany：Basic book。  new window
3.張英傑(2004)。國民小學數學備課用書五下第十冊。臺南市。  延伸查詢new window
4.楊瑞智(2004)。數學五下。臺北市。  延伸查詢new window
5.Kerslake, D.(1987)。Fraction: Children's strategies and errors. A report of the strategies and errors in secondary mathematics project。Windsor, England。  new window
6.Amato, S. A.(2005)。Developing students' understanding of the concept of fractions as numbers。Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education。Melbourne, Australia。  new window
7.Hannula, M. S.(2003)。Locating fraction on a number line。Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education。Kirstenhof, South Africa。  new window
8.Herman, J.、Ilucova, L.、Kremsova, V.、Pribyl, J.、Ruppeldtova, J.、Simpson, A.(2004)。Images of fractions “as” processes and images of fractions “in” processes。Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education。Kirstenhof, South Africa。  new window
9.Lukhele, R. B.、Murray, H.、Olivier, A.(1999)。Learners' understanding of the addition of fractions。Proceedings of the Fifth Annual Congress of the Association for Mathematics Education of South Africa。Port Elizabeth, South Africa。  new window
10.Mack, N. K.(2000)。Long-term effects of building on informal knowledge in a complex content domain: The case of multiplication of fractions。ERIC Document Reproduction Service No. ED 442671。  new window
11.Mamede, E.、Cardoso, P.(2010)。Insight on students (mis) understanding of fractions。Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education。Belo Horizonte, Brasil。  new window
12.Mamede, E.、Nunes, T.(2008)。Building on children’s informal knowledge in the teaching of fractions。Proceedings of the 32th Conference of the International Group for the Psychology of Mathematics Education。Morelia, Mexico。  new window
13.Panaoura, A.、Gagatsis, A.、Deliyianni, E.、Elia, I.(2009)。Affective and cognitive factors on the use of representations in the learning of fractions and decimals。Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education。Thessaloniki, Greece。  new window
14.Bell, A. W.(1992)。Abstrat form lectures: Diagnostic teaching。The 7th International Congress on Mathematical Education。Quebec, Canada。  new window
15.Suh, J. M.、Moyer-Packenham, P. S.(2008)。Scaffolding special needs students' learning of fraction equivalence using virtual manipulatives。Proceedings of the 32nd annual conference of the International Group for the Psychology of Mathematics Education。Morelia, Mexico。  new window
圖書論文
1.黃湘武(1993)。皮亞傑理論在科學教育上的應用研究。西方社會科學理論的移植與應用。臺北：遠流出版社。  延伸查詢new window
 
 
 
 
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