本研究目的在於提出可行於教室的學習活動模，以輔助學生發現新概念，此學習模組稱為『謎題-解釋』活動模組，當中包含兩種鷹架--『謎題填空鷹架』、『解釋鷹架』，以及三個活動步驟分別為『謎題填空運算』、『手寫解釋』、『同儕解釋』。其目的在於學生利用『謎題填空』找出數學運算的規則與發現新的數學概念，接著再利用『解釋』將自己的想法統整歸納。 為瞭解『謎題-解釋』活動模組能否實際應用於教學上，我們先採用紙本方式進行活動流程，並以國小四年學生為實驗對象，實地觀察學生學習情況。並依照實驗結果進行活動修正，最後再將此系統實做於電腦上。故本研究除了觀察『謎題』、『解釋』兩種鷹架對於學生學習的影響外，同時也研究『口說解釋』與『手寫解釋』應用於教學現場的情況，及其與學習成績間的關係。 In the learning environment that the teacher is the center role in the math class, the teacher introduces students the new concept in textbooks, demonstrates some examples, students’ learning is passive. This study aims at proposing a feasible classroom activity which can introduce math knowledge by systematically scaffolding students to figure the new concept out. The learning model calls “puzzle- explanation” model, it is included two scaffolding: puzzle-based and explanation, and three steps: graphical puzzle, written explanation and peer explanation. We hope students learn the new concepts or find the math rules by filling the puzzle banks, and summary their thought by explaining. To investigate the fundamental theoretical issues and possible obstacles, this learning flow was initially implemented in a four-grade classroom without technology supports. According the outcome from experiments, we will modify the model and then implement the “puzzle- explanation” model on computer. In addition to investigate the puzzle and explanation scaffolding, we also focus on the effectiveness of peer explanation and written explanation.
