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http://ir.lib.ncu.edu.tw/handle/987654321/47815
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| 題名: | 以故事、合作、對話、反省融入國中生數學學習的行動研究;An Action Research of Junior High School Students’ Mathematics Learning with Stories, Cooperation, Dialogue, and Introspection |
| 作者: | 陳章勇;Chang-yung Chen |
| 貢獻者: | 學習與教學研究所 |
| 關鍵詞: | 數學教學;行動研究;數學史;數學學習態度;mathematical teaching;math history;math learning attitude;action research |
| 日期: | 2011-07-13 |
| 上傳時間: | 2012-01-05 14:05:44 (UTC+8) |
| 摘要: | 本研究主要在描述我在國中任教的班級中，以「數學史」融入課堂教學的過程，並探討學生對於「數學史」融入課堂教學的反應和想法，以及教師在教學歷程中的省思與成長。本研究採用行動研究法，我在任教的兩個八年級班級中，進行一整個學期的觀察與紀錄，在期間蒐集學生的意見與回饋、謄寫教師個人工作日誌、紀錄與學生的訪談資料，並根據各種研究資料，與研究所的研究夥伴進行多次的會議與討論；在每一次的教學行動中，教師不斷進行自我省思，再與研究夥伴討論，透過「教學——省思」的不間斷歷程，不斷精進教師的教學專業、改善國中生的數學學習態度和學習理解歷程。 研究的過程中，總共進行三次的「數學史」融入課堂教學，發現「數學史」課程能有效提升國中生數學學習態度；第一次「數學史」融入課堂教學，教授的單元是「畢氏定理」，並以合作教學法呈現相關教材給八年級的學生，結果發現，學生非常肯定「數學史」的教材內容，同時也間接學習團隊合作的重要性，只是教師在實施合作教學時，必須非常謹慎組別的遴選方式，才能避免學生在團隊合作時成摩擦與衝突，因而影響學習意願。第二次「數學史」融入課堂教學，教授的單元是「質數」，該單元是七年級的教學範圍，不適用於八年級學生，為了研究方便，貿然將該單元實施在八年級學生的課堂中是不適當的舉措，教師應恪守教育良知，審慎思考每一次教學的適切性，才符合教師本分。第三次「數學史」融入課堂教學，教授的單元是「方程式」，並以資訊設備呈現相關的教材內容，在教學實施的過程中，每一個班級的教學實施後，都透過不斷的省思與討論，改善下一個班級的教學方式，到最後一個班級教學時，教學方式已經成為非常完善而且順利，同時，資訊設備能以多元的方式（文字、圖像、聲音、動畫）呈現教學素材，更能吸引學生的學習興趣，與提昇學習動機。 本研究除了書寫三次的「數學史」教學歷程外，另外針對教師本身的處境，做了詳細的描述；每一個教師都有許多屬於自己的故事，包括與同事相處的情境、與學生互動的過程，還有來自於原生家庭的各種影響等等，種種因素都會造成教師在教學理念上、教育思維上不同的改變，所以教師透過省思自身，才是認識自己最關鍵的步驟，也唯有教師清楚瞭解自己，才能根據本身的特點設計出符合個特質的教學模式，也才能真正發揮適當的教學創意。 教師在實施教學的過程中其實沒有既定的方法與步驟，而是處處都應該展現教學的創意與活力；在不同的班級任教時，教師必須關照學生的學習需要與班級不同的特質，並透過「自我省思」、「與研究同儕討論」反覆檢視自己的教學歷程的優、缺點，研擬出適合不同班級特性的教學計畫，才能符合不同學生特質的學習需要，所以保持「彈性」是教學改進的重要關鍵。其次，教師的教學熱情要得以長久延續，除了學生回饋可以增進教師的教學熱忱外，因為師生互動而促進學生成長、進步所獲得的成就感也是很重要的因素。 The purpose of this study is to describe the teaching process of integrating math history into math lessons, to investigate students’ perception and thinking towards the integration of math history into math lessons and to explore teachers’ reflection and growth of teaching experiences. The action research is conducted in the current paper. I have observed and recorded my two eighth-grade classes for one semester. Students’ suggestions and feedback are collected. The teacher’s personal diary is kept to record the interview data from students. I have held several meetings with my research partners to discuss all data I collected. In each teaching, I keep rethinking my teaching and discussing with my research partners in a “reflective teaching” process where teachers’ teaching expertise should be gradually developed to improve junior high school students’ math learning attitude and comprehension process. In the research process, math history teachings are demonstrated three times. It is found that the curriculum of teaching math history can help promote positive attitude towards math learning. “Pythagoras' Theorem” is the unit of the first math history teaching and materials are presented to eighth graders via cooperative teaching. The result indicates that students have positive attitude towards the materials of math history and indirectly value the importance of team work learning. Therefore, teachers while implementing cooperative teaching should carefully group students to avoid any conflicts or arguments in students’ cooperation, which might further affect students’ willingness to learn. The unit of the second math history teaching is “prime number”, which is appropriate for seventh graders not eighth graders. The unit is rather not suitable for eighth graders due to research convenience. Teachers should adhere to the educational conscience and carefully think about each teaching unit’s appropriateness. The unit of the third math history teaching is “equation”. Relevant materials are presented via technology facility. In the teaching process, several reflections and discussions are conducted to improve next class’s teaching method after each class’s teaching implementation. In the final teaching, the teaching method has become well-designed and left nothing to be desired. Meanwhile, technology facility can provide teaching materials in multiple ways including words, image, voice and animation to increase students’ learning interests and promote learning motivation. Besides the description of “math history” teaching process, the situation of teacher himself is clearly depicted. Every teacher has their own stories including the location to get along with colleagues, the process to interact with students, other influences from the family of origin and so on. Each variable influences teachers’ teaching philosophy and thoughts. Hence, the way teachers rethink themselves is the key to understanding themselves. Only by understanding themselves can teachers design teaching modes based on their own characteristics and develop appropriate teaching ideas. In the process of teaching implementation, teachers actually have no scheduled methods or steps to teach. Teaching ideas and energy should appear ubiquitously. In different classes, teachers should care about their students’ learning needs and characteristics from different classes. Teachers should review their teaching process through self-reflection and discussion with research peers to design teaching plans suitable for different classes and cater for different students’ learning needs. Therefore, to allow greater flexibility is the key to teaching improvement. Secondly, besides students’ feedback, the student-teacher interaction to increase students’ growth and a sense of achievement from improvement are also key factors to keep teachers’ teaching passion. |
| 顯示於類別: | [學習與教學研究所 ] 博碩士論文
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