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題名：國小攜手計畫數學補救教學課程決定與教學實施之探究
書刊名：當代教育研究季刊
作者：徐偉民 引用關係／劉曼麗 引用關係
作者(外文)：Hsu, Wei-min／Liu, Man-li
出版日期：2015
卷期：23:1
頁次：頁113-147
主題關鍵詞：國小；數學補救教學；數學課程決定；Elementary school；Mathematics remedial instruction；Mathematics curriculum decision
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(4) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:177
  • 點閱點閱:49
本研究採用教學觀察與訪談、問卷調查的方法，來瞭解教師在攜手計畫數學補救教學中，其課程決定與教學實施的情況。有8位、300位高屏地區教師分別接受觀察訪談與問卷調查。在觀察與訪談中發現，教師補救教學時，以使用概念與計算的問題為主，先進行全班例題的講解，再讓學生個別練習與進行指導，以達熟練的目標。在實施過程中教師表示會根據學生程度來決定課程，但由於學生程度落差大，所以採用學生原年級的數學教科書為補救教學之主要內容，而學生程度的落差也讓教師在教學時感到困難。問卷調查的結果與觀察訪談的結果相當一致，約8成左右教師表示在課程決定和教學實施上有困難，未來研究者宜針對補救課程教材與教學策略兩方面來提供現場教師的協助。
This study aimed at understanding the curriculum decision and instruction implementation of mathematics remedial instruction (MRI) in elementary schools. Classroom observation, interview, and survey data were collected from 8 case teachers, and 300 teachers who taught the After-School Alternative Program (ASAP) in Kaohsiung and Pingtung County of Southern Taiwan, respectively. Analyses of classroom observation and interview data indicated that the main foci of MRI were conceptual understanding and algorithmic practice. Teachers demonstrated how to solve an example task, and then provided similar tasks for students to practice while providing individual guidance for students as needed. Mastering mathematics skills was the primary goal of MRI. Teachers expressed that they diagnosed ASAP students' mathematical competence before selecting MRI curriculum. However, due to the diversity in students' competence levels, they chose the original mathematics textbook as teaching materials. Teachers also struggled with addressing the different learning needs of students, and they needed more time to implement individualized instruction. Survey responses revealed consistency with findings from observations and interviews. About 80% of teachers reported difficulties in decisions related to curriculum materials and instruction implementation of MRI. In the future, researchers should develop curriculum materials and instructional strategies of MRI that assist teachers in implementation of teaching materials and methods.
期刊論文
1.Gutstein, E.(2003)。Teaching and learning mathematics for social justice in an urban, Latino school。Journal for Research in Mathematics Education，34(1)，37-73。  new window
2.Henningsen, M.、Stein, M. K.(1997)。Mathematical tasks and student cognition: Classroombased factors that support and inhibit high-level mathematical thinking and reasoning。Journal for Research in Mathematics Education，28(5)，524-549。  new window
3.Gersten, R.、Jordan, N. C.、Flojo, J. R.(2005)。Early identification and interventions for students with mathematics difficulties。Journal of Learning Disabilities，38(4)，293-304。  new window
4.Doabler, C. T.、Fien, H.、Nelson-Walker, N. J.、Baker, S. K.(2012)。Evaluating three elementary mathematics programs for presence of eight research-based instructional design principles。Learning Disability Quarterly，35(4)，200-215。  new window
5.Gersten, R.、Chard, D. J.、Jayanthi, M.、Baker, S. K.、Morphy, P.、Flojo, J.(2009)。Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components。Review of Educational Research，79(3)，1202-1242。  new window
6.Lloyd, G. M.(2008)。Curriculum use while learning to teach: One student teacher's appropriation of mathematics curriculum materials。Journal for Research in Mathematics Education，39(1)，63-94。  new window
7.Tarr, J. E.、Reys, R. E.、Reys, B. J.、Chávez, Ó.、Shih, J.、Osterlind, S. J.(2008)。The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement。Journal for Research in Mathematics Education，39(3)，247-280。  new window
8.徐偉民(20130300)。國小教師數學教科書使用之初探。科學教育學刊，21(1)，25-48。new window  延伸查詢new window
9.Huang, T. H.、Liu, Y. C.、Chang, H. C.(2012)。Learning Achievement in Solving Word-Based Mathematical Questions through a Computer-Assisted Learning System。Educational Technology & Society，15(1)，248-259。  new window
10.徐偉民(20110400)。數學課程實施--一位國小資深教師的個案研究。科學教育學刊，19(2)，101-122。new window  延伸查詢new window
11.鄭鈐華、吳昭容(20131200)。與八年級課程同步實施的數學補救教學：成效與反思。臺東大學教育學報，24(2)，1-31。new window  延伸查詢new window
12.Fuchs, L. S.、Powell, S. R.、Seethaler, P. M.、Fuchs, D.、Hamlett, C. L.、Cirino, P. T.、Flecher, J. M.(2010)。A framework for remediating number combination deficits。Exceptional Children，76(2)，135-156。  new window
13.Kroesbergen, E. H.、Van Luit, J. E.、Maas, C. J.(2004)。Effectiveness of explicit and constructivist mathematics instruction for low-achieving students in the Netherlands。The Elementary School Journal，104(3)，233-252。  new window
14.Leh, J. M.、Jitendra, A. K.(2012)。Effects of computer-madiated versus teachermediated instruction on the mathematical word problem-solving performance of third-grade students with mathematical difficulities。Learning Disabilities Quarterly，36(2)，68-79。  new window
15.Lin, C. H.、Liu, Z. F.、Chen, Y. L.、Liou, P. Y.、Chang, M.、Wu, C. H.、Yuan, S. Y.(2013)。Game-based remedial instruction in mastery learning for upper-primary schools students。Educational Technology & Society，16(2)，271-281。  new window
16.Mong, M. D.、Mong, K. W.(2010)。Efficacy of two mathematics interventions for enhancing fluency with elementary students。Journal of Behavioral Education，19(4)，273-288。  new window
17.Piper, L.、Marchand-Martella, N.、Martella, R.(2010)。Use of explicit instruction and double-dosing to teach ratio, propositions, and percentages to at-risk middle school students。Journal of At-Risk Issues，15(1)，9-17。  new window
18.Remillard, J.、Bryans, M.(2004)。Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning。Journal for Research in Mathematics Education，35(5)，352-388。  new window
19.Shih, S.-C.、Kuo, B.-C.、Liu, Y.-L.(2012)。Adaptively ubiquitous learning in campus math path。Educational Technology & Society，15(2)，298-308。  new window
20.盧威志(20080700)。「攜手計畫課後扶助」之政策過程與執行評析。學校行政，56，140-154。  延伸查詢new window
21.李孟峰、連廷嘉(20100600)。「攜手計畫--課後扶助方案」實施歷程與成效之研究。教育實踐與研究，23(1)，115-143。new window  延伸查詢new window
22.徐偉民(20110600)。三位六年級教師數學課程實施之比較。教育研究集刊，57(2)，85-120。new window  延伸查詢new window
23.陳淑麗、熊同鑫(20070600)。臺東地區弱勢國中學生課輔現況與困境之探究。教育資料與研究，76，105-130。new window  延伸查詢new window
24.Remillard, J. T.(2005)。Examining key concepts in research on teachers' use of mathematics curricula。Review of Educational Research，75(2)，211-246。  new window
25.張新仁(20010600)。實施補救教學之課程與教學設計。教育學刊，17，85-106。new window  延伸查詢new window
26.陳淑麗(20080600)。國小弱勢學生課業輔導現況調查之研究。臺東大學教育學報，19(1)，1-32。new window  延伸查詢new window
會議論文
1.翁福元、黃彥超、陳正專(2009)。「攜手計畫--課後扶助」政策評析：正義與均等之觀點。2009 年教育部攜手計畫課後扶助『提升弱勢兒童學習之課程與教學』研討會，國立臺南大學 。臺南市。19-36。  延伸查詢new window
2.劉瑞珠(2009)。新竹縣攜手計畫課後扶助方案學生學習情形之研究。2009 年教育部攜手計畫課後扶助『提升弱勢兒童學習之課程與教學』研討會，國立臺南大學 。臺南市。53-81。  延伸查詢new window
3.羅玉霞(2009)。「攜手計畫課後扶助」方案實施現況與成效分析。2009 年教育部攜手計畫課後扶助『提升弱勢兒童學習之課程與教學』研討會，國立臺南大學 。臺南市。123-154。  延伸查詢new window
研究報告
1.徐偉民(2011)。把數學學習弱勢的孩子帶上來：學校本位國小數學補救教學模組的開發與應用--國小中年級數學補救教學模組的開發與應用 (計畫編號：NSC 99-2511-S-153-013)。桃園市：中原大學。  延伸查詢new window
學位論文
1.曾昱螢(2009)。國民小學實施「攜手計畫-課後扶助」之研究-以中南部某縣市為例(碩士論文)。國立嘉義大學。  延伸查詢new window
2.張嘉寧(2007)。國民中學實施「攜手計畫-課後扶助」方案成效之研究(碩士論文)。國立嘉義大學，嘉義縣。  延伸查詢new window
3.傅正敏(2009)。桃園縣國民小學實施攜手計畫 學習滿意度與學習成效關係之研究(碩士論文)。中原大學。  延伸查詢new window
圖書
1.Kilpatrick, J.、Swafford, J.、Findell, B.(2001)。Adding it up: Helping children learn mathematics。Washington, DC：National Research Council。  new window
2.林寶山(1998)。教學論--理論與方法。台北：五南圖書出版公司。  延伸查詢new window
3.教育部(2007)。96年度教育部辦理攜手計畫課後扶助補助要點「節數、編班人 數、實施年級及時間」。臺北：教育部。  延伸查詢new window
4.教育部(2010)。國民中小學九年一貫課程綱要數學學習領域。台北市：教育部。  延伸查詢new window
5.National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia：National Council of Teachers of Mathematics。  new window
6.Artzt, A. F.、Armour-Thomas, E.(2002)。Becoming a reflective mathematics teacher: A guide for observations and self-assessment。Mahwah, NJ：Lawrence Erlbaum。  new window
其他
1.教育部(2008)。97 年攜手計畫擴大辦理受惠人數突破20 萬人次近3 千校開辦比率達86% 對象擴及單親及隔代教養子女，http://www.edu.tw/eje/news.aspx?news_sn=1692&pages=7&site_content_sn=4414。  延伸查詢new window
圖書論文
1.Stein, M. K.、Remillard, J.、Smith, M. S.(2007)。How curriculum influences student learning。Second handbook of research on mathematics teaching and learning。Information Age。  new window
2.Feldman, A.(2003)。Mathematics instruction: Cognitive, affective, and existential perspectives。Mathematical cognition。MA：Information Age。  new window
3.Rodriguez, A. J.(2005)。Teachers' resistance to ideological and pedagogical change。Preparing Mathematics and Science Teachers for Diverse Classrooms。NJ：Lawrence Erlbaum。  new window
4.Anderson, C. W.(2003)。How can schools support teaching for understanding in mathematics and science?。Transforming: how schools and districts can support change。NY：Teacher College。  new window
5.Fuson, K. C.(2000)。Blending the best of the twentieth century to achieve a mathematics equity pedagogy in the twenty-first century。Learning mathematics for a new century。Reston, VA：NCTM。  new window
6.Grouws, D. A.、Smith, M. S.、Sztajn, P.(2004)。The preparation and teaching practice of U. S. Mathematics teachers: Grades 4 and 8。The 1990 through 2000 mathematics assessments of the National Assessment of Educational Progress: Results and interpretations。Reston, VA：NCTM。  new window
7.Hiebert, J.、Grouws, D. A.(2007)。The effects of classroom mathematics teaching on students' learning。Second handbook of research on mathematics teaching and learning。Charlotte, NC：Information Age Publishers。  new window
8.Ernest, P.(1998)。A postmodern perspective on research in mathematics education。Mathematics education as a research domain: A search for identify。Dordrecht, Netherlands：Kluwer Academic。  new window
 
 
 
 
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