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題名：建構教學對輕度智能障礙學生數概念應用成效之研究
書刊名：特殊教育學報
作者：林怡君／鈕文英
作者(外文)：Lin, I-chun／Niew, Wern-ing
出版日期：2001
卷期：15
頁次：頁49-83
主題關鍵詞：建構教學；輕度智能障礙學生；數概念應用成效
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(2) 專書(0) 專書論文(0)
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  • 共同引用共同引用:51
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　　　　　本研究旨在探討建構教學對輕度智能障礙學生，在數極念應用的表現及對學習態度的影響，採單一受試研究法撤回實驗設計，結果評量、觀察和訪談，以收進量和質的資料。研究對象是四名國小四∼六年級的輕度智能障礙學生，針對這四名個案進行為時五週共計26節的建構教學課程，教材內容是一百以內的購物情境問題。研究結果歸納如下： 1.建構教學對四位個案在購物情境的數概念應用，其整體表現、題意理解、計算能力、算式紀錄具有立即效果及保留效果。 2.四位個案的理解形式從需藉助具體物，進展到可直接從抽象的文字來理解題意；運算的模式從起始數或內嵌數概念，進化到合成巢狀數的概念。 3.建構教學對四位個案在學習歷程的表現有正面的影響，如透過討論、說明或引導的過程，可以發現及糾正錯誤，並可自然引發算式的紀錄，或是發展出新的解題方法。 4.建構教學對四位個案的數學學習態度有正面的影響，學習態度變得較積極，對自己的解題能力也較有自信；透過師生互動、同儕合作學習、意見分享和討論的過程，可以激發個案學習上的潛能。
　　　　　The goals of the research were to investigate the effects of constructivist teaching on the application of numerical concepts and the attitude towards learning mathematics for students with mild mental retardation. This research adopted the withdrawal design of single subject research design. It also combined observation and interviews to collect quantitative and qualitative information. The subjects were four students with mild mental retardation, who were in the fourth to sixth grade of elementary schools. This research covered a five-week constructivist teaching courses (26 sessions), focusing on problem solving in purchasing situations under $100. The conclusions of the research were as follows: 1.Constructivist teaching had immediate and long-term effects on the application of numerical concepts and the capacity of comprehending computing and recording in solving the problems of purchasing situations for these four subjects. 2.The mode of comprehension evolved from the needs for concrete representations to being able to comprehend the problems from abstract ideas. The mode of computing evolved from sequential or progressive unit operations to disembedding operations. 3.Constructivist teaching had positive effects on the problem solving performance for these four subjects. For example, they could find and correct the mistakes by means of discussion, explanation and suitable directions. They could determine the record of computing without teaching and creat new methods of problem solving. 4.constructivist teaching had positive effects on the attitude towards learning mathematics for these four subjects. They were more confident in problem solving and their learning attitudes were more active than before. The reciprocation that included direction from the teacher, learning from other classmates, the discussion of opinions and mutual learning stimulated their potential for learning.
期刊論文
1.Hutchinson, N. L.(1993)。Effects of cognitive strategy instruction on algebra problem solving of adolescents with learning disabilities。Learning Disability Quarterly，16(1)，34-63。  new window
2.王天苗(19860600)。智能不足兒童與普通兒童數學能力之差異。特殊教育研究學刊，2，163-175。new window  延伸查詢new window
3.Montague, M.(1992)。The effects of cognitive and metacognitive strategy instruction on mathematical problem solving of middle school students with learning disabilities。Journal of Learning Disabilities，25(4)，230-248。  new window
4.潘世尊(19990700)。根本建構主義及其教學意含。教育研究(高師)，7，203-216。  延伸查詢new window
5.胡志偉(19970900)。國小教師對建構教學的看法。教育資料與研究，18，21-25。new window  延伸查詢new window
6.周台傑、詹士宜(19931200)。國中智能不足學生數學應用問題解題歷程研究。特殊教育與復健學報，3，179-215。new window  延伸查詢new window
7.Becker, W. C.、Gersten, R.(1982)。A follow-up of follow through: The later effects of the direct instruction model on children in fifth grades。American Educational Research Journal，19(1)，75-92。  new window
8.Montague, M.、Applegate, B.(1992)。Middle school students' mathematical problem solving: An analysis of think-aloud protocols。Learning Disability Quarterly，16(1)，19-32。  new window
9.O'Connor, R. E.(1992)。Two Approaches to Reading Instruction with Disabilities: Does Program Design Make a Difference?。Exceptional Children，59(4)，312-323。  new window
研究報告
1.甯自強(1994)。國小低年級兒童數概念發展研究（I）--「數概念」類型研究 (計畫編號：NSC 82-0111-S-023-001A)。  延伸查詢new window
學位論文
1.曾育豐(1999)。國小六年級數學科建構式教學法與講授式教學法比較之研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
2.范麗玉(1999)。國中物理建構式教學策略之行動研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
3.蔡明雄(1999)。合作-建構整合教學模式對國小學童學習簡單幾何問題效果之研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
4.蕭金土(1995)。國小數學學習障礙學生的鑑定、學習問題診斷及學習策略教學效果之研究(博士論文)。國立政治大學。new window  延伸查詢new window
5.陳昱宏(1999)。從社會建構主義的觀點看一個高中生物教室中的合作學習(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
6.陳家弘(1998)。建構教學對國小四年級數學學習障礙學生解四則運算問題之研究(碩士論文)。國立花蓮師範學院。  延伸查詢new window
7.陳進福(1997)。國小輕度智障兒童數學解題動態評量之研究(碩士論文)。國立嘉義師範學院。  延伸查詢new window
8.曾志華(1997)。社會互動與數學知識之建構：一個國小三年級數學教室之俗民誌研究(碩士論文)。國立嘉義師範學院，嘉義縣。  延伸查詢new window
9.葉倩亨(1998)。建構取向教學在國中一年級數學課之實驗研究(碩士論文)。國立政治大學。  延伸查詢new window
10.黃國禎(1999)。直接教學法在國小數學科低成就學生教學效果之研究(碩士論文)。彰化師範大學。  延伸查詢new window
11.樊雪春(1999)。學生科學迷思概念的法則分析與建構取向教學法之實驗效果研究，0。new window  延伸查詢new window
12.廖雯玲(1998)。建構主義取向教學對國小六年級學生在「地球運動」單元學習之影響，0。  延伸查詢new window
13.閻如玉(1997)。建構理念在國小自然科教學運作歷程之探究，0。  延伸查詢new window
圖書
1.Cagelka, P. T.、Berdine, W. H.(1995)。Effective instruction for students with learning difficulties。Boston：Allkn and Bacon。  new window
2.Piaget, J.(1952)。The child's conception of number。New York：The Norton Library. W. W. Norton ＆ Company。  new window
3.余民寧(1997)。教育測驗與評量：成就測驗與教學評量。臺北：心理。  延伸查詢new window
4.Von Glasersfeld, E.(1995)。Radical constructivism: A way of knowing and learning。London：The Falmer Press。  new window
5.Gelman, R.、Gallistel, C. R.(1978)。The child's understanding of number。Harvard University Press。  new window
6.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
7.李坤崇(1999)。多元化教學評量。心理出版社。  延伸查詢new window
8.洪碧霞(1994)。國小數學診斷測驗之編製結案報告。國小數學診斷測驗之編製結案報告。沒有紀錄。  延伸查詢new window
9.許惠欣(1991)。幼兒該如何學習數概念？－統合模式。幼兒該如何學習數概念？－統合模式。臺南。  延伸查詢new window
10.盧台華(1986)。直接教學法在智能不足教學成效上之探討。我國特殊教育的現代化－中華民國特殊教育學會年刊。臺北。  延伸查詢new window
11.Chang, M. M.(1993)。Role of explanations and student-centered interaction in science learning: an applied constructivist approach to instructional design。Role of explanations and student-centered interaction in science learning: an applied constructivist approach to instructional design。Ann Arbor, MI。  new window
12.Feldt, C. C.(1991)。The effects of a constructivist preservice model on the pedagogical conceptions and strategies of secondary mathematics teachers。The effects of a constructivist preservice model on the pedagogical conceptions and strategies of secondary mathematics teachers。Ann Arbor, MI。  new window
13.Fisher, M. A.、Zeaman, D.(1973)。An attention-retention theory of retardate discrimination learning。International review of research in mental retardation, Vol. 6。New York, NY。  new window
14.Johnson, J. L.(1992)。Using symbolic calculators to facilitate constructivist learning in Mathematics of Finance。Using symbolic calculators to facilitate constructivist learning in Mathematics of Finance。Ann Arbor, MI。  new window
15.Montesori, M.(1973)。The Montessori elementary material。The Montessori elementary material。New York, NY。  new window
16.Muthukrishna, A.(1993)。Training mathematical reasoning: direct explanation versus constructivist learning。Training mathematical reasoning: direct explanation versus constructivist learning。Ann Arbor, MI。  new window
17.Narode, R. B.(1989)。A constructivist program for college remedial mathematics: design, implementation, and evaluation。A constructivist program for college remedial mathematics: design, implementation, and evaluation。Ann Arbor, MI。  new window
18.Pace, J. P.(1989)。A model for teaching area and perimeter concepts from a constructivist perspective to adult community college students through applied problem-solving and activity-based instruction。A model for teaching area and perimeter concepts from a constructivist perspective to adult community college students through applied problem-solving and activity-based instruction。Ann Arbor, MI。  new window
19.Spitz, H. H.(1973)。The role of input organization in the learning and memory of mental retardates。International review of research in mental retardation, Vol. 2。New York, NY。  new window
其他
1.楊龍立(1997)。建構主義教學的檢討，0。new window  延伸查詢new window
2.吳清山，林天佑(2000)。實作評量，0。  延伸查詢new window
3.林素微(2000)。實作評量在數學教學上的應用，0。  延伸查詢new window
4.Doby, J. K.(1992)。Word Problem: Comprehending the Problem in Fourth Grade，0。  new window
5.Kaufman, M.(1973)。The Effects of DISTAR Instructional System: An Evaluation of the 1972-1973 Title I Program of Winthrop，0。  new window
圖書論文
1.Zigler, E.(1973)。The retarded child as a whole person。The experimental psychology of mental retardation。Chicago：Aldine。  new window
 
 
 
 
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