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題名：建立立體心像教學活動之國小體積課程設計本位研究
書刊名：人文社會學報. 國立臺灣科技大學
作者：楊凱翔 引用關係／葉淑珍／譚寧君 引用關係
作者(外文)：Yang, Kai-hsiang／Yeh, Shu-chen／Tan, Ning-chun
出版日期：2014
卷期：10:3
頁次：頁225-252
主題關鍵詞：立方體計數；空間能力；協同教學設計；設計本位研究；體積教學方案；Collaborative teaching design；Cube counting；Design-based research；Spatial ability；Volume-teaching program
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  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:31
  • 點閱點閱:48
現行體積教材主要偏重於公式符號的計算，學生盲目的套用公式，碰到非例行性的問題，就不易發展解題策略成功解題。有鑑於此，本研究之目的為發展國小體積立體心像教學活動，結合資訊科技與實體教具發展教學教材，透過研究社群之合作，以設計適切的教學方案，嘗試解決學生建立體積心像時遇到的困難。研究採用設計本位研究法，透過五人教師團隊，採用教師協同教學設計策略，從研究社群的討論、教學實踐、評鑑與反省，以及不斷修正的循環過程，發展體積教學方案。本研究之研究對象為桃園縣某國小四年級之98位學生。研究結果說明如下：（1）本研究發現，數位教具與具體教具各有其優勢，教學上不可偏廢任何一項；協同教學夥伴具有各自的專業知能，於教學設計上能給予彼此好的建議與回饋；教學時間的掌控與學生的學習情形須隨時留意，讓學生在有限的時間下能獲得最大的學習效果；（2）學生在學習體積教學方案後，除能化解迷思概念，更可建立2D與3D表徵轉換、心像操弄的空間視覺化能力，及其空間定位能力，進而提升體積計數的能力。最後，根據研究結果提出建議，以供未來相關研究之參考。
The volume teaching materials puts particular emphasis on computation of mathematical formula. Students usually use mathematical formula to solve mathematical problems so that they fail in special questions with the wrong problem solving strategies. For this reason, this study aims to propose an appropriate volume-teaching program and solve problems encountered in a real teaching environment. In this study, a design-based research method was adopted. Several problems are found through the strategies of collaborative teaching design, the use of a combination of physical manipulative and digital teaching materials, research community discussions, teaching practice, evaluation, reflection, and the constantly cyclical process of revision. The participants of this study were 98 fourth graders of an elementary school in Taoyuan County in Taiwan. The results of this study are as follows. (1) The digital materials and physical manipulative materials have advantages in teaching aspect, and neither can be neglected. Collaborative teachers possess their own professional abilities as educators, and can provide good suggestions and feedback for teaching programs with each other.Teachers should take care over the regulation of teaching time and the learning process of students, and let students to obtain the best learning effect within the limited amount time available. (2) After applying the volume-teaching program in the classroom, the students not only get rid of misconceptions, but also promote the ability of spatial visualization and representation transformation for 2D and 3D. Spatial orientation ability is achieved as well. As a result, the volume-counting ability is enhanced. Based on the results of this study, some suggestions are proposed as references for future study.
期刊論文
1.陳鴻綸、曹雅玲(20051200)。國小學童在幾何問題的解題表現研究--長方體的體積和表面積為例。國教新知，52(4)，65-78。new window  延伸查詢new window
2.Henning, J. E.、McKeny, T.、Foley, G. D.、Balong, M.(2012)。Mathematics discussions by design: creating opportunities for purposeful participation。Journal of Mathematics Teacher Education，15(6)，453-479。  new window
3.Parzysz, B.(1988)。"Knowing" vs "seeing". Problems of the plane representation of space geometry figures。Educational Studies in Mathematics，19(1)，79-92。  new window
4.林芳姬、姚如芬(20050900)。積木怎麼不見了--體積空間能力的教學。科學教育研究與發展季刊，40，35-47。  延伸查詢new window
5.林慈容、劉祥通(20001200)。從單位量的觀點探討國小體積教學。科學教育研究與發展季刊，21，45-55。  延伸查詢new window
6.楊珮宜、譚寧君(20110900)。發展數位化教學方案之歷程研究：以國小二年級基本乘法概念為例。科學教育研究與發展季刊，62，97-137。  延伸查詢new window
7.劉好(20030600)。國小數學實驗班學生幾何概念發展之分析研究。臺中師院學報，17，221-249。new window  延伸查詢new window
8.譚寧君、黃琡懿(20090600)。TAIRS教學策略融入國小四年級面積教學之研究。科學教育研究與發展季刊，53，43-69。  延伸查詢new window
9.Battista, M. T.、Clements, D. H.(1999)。How many blocks?。Mathematics Teaching in the Middle School，3，404-411。  new window
10.Battista, M. T.、Clements, D. H.(1998)。Finding the number of cubes in rectangular cube building。Teaching Children Mathematics，4(5)，258-264。  new window
11.Bauwens, J.、Hourcade, J.(1997)。Cooperative teaching: Portraits of possibilities。Annual Convention of the council for exceptional children，75，1-7。  new window
12.Clarke, P. A. J.、Kinuthia, W.(2009)。A Collaborative Teaching Approach: Views of a Cohort of Preservice Teachers in Mathematics and Technology Courses。International Journal of Teaching and Learning in Higher Education，21(1)，1-12。  new window
13.Ferguson, J.、Wilson, J. C.(2011)。Co-Teaching Professorship: Power and Expertise in the Co-Taught Higher Education Classroom。Scholar-Practitioner Quarterly，5(1)，52-68。  new window
14.Looi, C. K.、Chen, W.、Ng, F. K.(2010)。Collaborative activities enabled by Group Scribbles (GS): An exploratory study of learning effectiveness。Computers & Education，54(1)，14-26。  new window
15.Murata, N. M.、Tan, C. A.(2009)。Collaborative Teaching of Motor Skills for Preschoolers with Developmental Delays。Early Childhood Educational Journal，36(6)，483-489。  new window
16.So, H. J.、Seah, L. H.、Toh-Heng, H. L.(2010)。Designing collaborative knowledge building environments accessible to all learners: Impacts and design challenges。Computers & Education，54(2)，479-490。  new window
17.張碧芝、吳昭容(200909)。影響六年級學生立方體計數表現的因素--空間定位與視覺化的角色。教育心理學報，41(1)，125-145。new window  延伸查詢new window
18.Wang, Feng、Hannafin, Michael J.(2005)。Design-based research and technology-enhanced learning environments。Educational Technology Research and Development，53(4)，5-23。  new window
19.張世忠(20020800)。協同教學之研究與省思：以兩位國中初任教師為例。教育研究資訊，10(4)，139-158。new window  延伸查詢new window
20.Battista, M. T.(2004)。Applying cognition-based assessment to elementary school students' development of understanding of area and volume measurement。Mathematical thinking and learning，6(2)，185-204。  new window
21.王素芸(20090600)。協同教學的意義、特質與類型。教育研究與發展期刊，5(2)，55-79。new window  延伸查詢new window
22.Fuys, D.、Geddes, D.、Tischler, R.(1988)。The van Hiele Model of Thinking in Geometry among Adolescents。Journal for Research in Mahematics Education Monograph，3，1-195。  new window
23.Battista, M. T.、Clements, D. H.(1996)。Students' Understanding of Three-dimensional Rectangular Arrays of Cubes。Journal for Research in Mathematics Education，27(3)，258-292。  new window
會議論文
1.高耀琮、張英傑(2003)。兒童幾何圖形概念之探究。九十二學年度師範學院教育學術論文發表會。台南市。  延伸查詢new window
2.Jang, S. H.、Yang, Y.、Nguyen, H. B.(2010)。Contemporary co-teaching: The perception of ESL teachers in Australia。The Australian Association for Research in Education 2010 Conference。Melbourne, Australia。  new window
研究報告
1.吳昭容(2000)。國小數學班長度、面積、體積概念發展之分析研究 (計畫編號：NSC89-2511-S-152-020)。  延伸查詢new window
2.戴文雄(1998)。不同正增強回饋型式電腦輔助學習系統對不同認知型態與空間能力高工學生機械製圖學習成效之研究 (計畫編號：NSC86-2516-S-018-010-TG)。  延伸查詢new window
學位論文
1.陳毓梅(2011)。不同教具教學環境對國小一年級學生學習立方體積木堆疊計數的影響(碩士論文)。中原大學，桃園市。  延伸查詢new window
2.王智弘(2006)。多方塊虛擬教具的開發與教學研究(碩士論文)。國立交通大學，新竹市。  延伸查詢new window
3.王儀雅。台南地區七年級新生面積與體積概念調查之研究(碩士論文)。國立嘉義大學。  延伸查詢new window
4.何健誼(2002)。直觀法則對K--6年級學童在體積概念學習上的影響(碩士論文)。國立台北師範學院。  延伸查詢new window
5.李宛倫(2005)。國小學童量的保留概念之研究--以重量、體積為例(碩士論文)。屏東師範學院。  延伸查詢new window
6.林慈容(2001)。從單位量的觀點探討一位國小六年級學童的面積及體積概念(碩士論文)。國立嘉義大學。  延伸查詢new window
7.張文瓊(2008)。一位五年級教師實踐體積教學之行動研究(碩士論文)。國立新竹教育大學。  延伸查詢new window
8.葉麗鳳(2008)。國小五年級學童體積概念之研究(碩士論文)。國立臺中教育大學。  延伸查詢new window
圖書
1.Murawski, W. W.(2010)。Collaborative teaching in elementary schools: making the co-teaching marriage work!。CA：Corwin Press。  new window
2.張倩葦(2007)。設計研究：促進教育技術研究的方法論。廣東：中國電化教育。  延伸查詢new window
3.Piaget, J.、Inhelder, B.、Szeminska, A.(1960)。The child’s conception of geometry。New York：Basic Book。  new window
4.Piaget, J.、Inhelder, B.(1974)。The child’s construction of quantities: conservation andatomism。London：Routledge and Kegan Paul。  new window
5.National Council of Teachers of Mathematics(2000)。Curriculum and evaluation standards for school mathematics。Reston, VA：National Council of Teachers of Mathematics。  new window
6.Buckley, F. J.(2000)。Team Teaching: What, Why, and How?。Thousand Oaks, California：Sage。  new window
7.Mayer, Richard E.(2009)。Multimedia Learning。Cambridge University Press。  new window
其他
1.臺灣PISA國家研究中心(2010)。臺灣PISA2009精簡報告，http://pisa.nutn.edu.tw/download.tw.htm。  延伸查詢new window
圖書論文
1.Berthelot, R.、Salin, M. H.(1998)。The role of pupil’s spatial knowledge in the elementary teaching of geometry。Perspectives on the teaching of geometry for the 21st century。Dordrecht：Kluwer。  new window
2.Duval, R.(1998)。Geometry from a Cognitive Point of View。Perspective on the Teaching of Geometry for the 21st Century。Dordrecht：Kluwer。  new window
3.譚寧君(1996)。面積與體積的教材分析。國民小學數學科新課程概說（中年級）協助兒童認知發展的數學課程。台北市：台灣省國民學校教師研習會。  延伸查詢new window
4.Del Grande, J. J.(1987)。Spatial perception and primary geometry。Learning and teaching geometry。Reston, VA：National Council of Teachers of Mathematics。  new window
5.Reeves, T. C.(2006)。Design research from the technology perspective。Educational design research。London：Routledge。  new window
 
 
 
 
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