遊戲方式表現創意的教學策略之探討－以『中小學數學教師創意教學競賽』作品為例

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/7973

Title:	遊戲方式表現創意的教學策略之探討－以『中小學數學教師創意教學競賽』作品為例
Authors:	張可政;Ke-jheng Jhang
Contributors:	數學研究所
Keywords:	遊戲輔助教學;數學科創意教學;創意競賽;創意教學;Creative competition;Creative teaching;Mathematics creative teaching;Games to assist in teaching
Date:	2009-06-23
Issue Date:	2009-09-22 11:10:35 (UTC+8)
Publisher:	國立中央大學圖書館
Abstract:	由國家科學委員會科學教育處與中央大學數學系合辦的『中小學數學教師創意教學競賽』，舉辦七屆以來，收集了超過300件創意作品，在這眾多的創意作品當中，各個參賽者利用了各種教學方式表現他們的創意，目的除了引發學生的學習動機外，還能藉由這樣的創意表現來增加學習的效果。然而在這些各式各樣的教學方式裡，研究者注意到有些參賽教師在課堂上利用互動性的遊戲或是益智遊戲來引入教學的主題，於是本研究將藉由『中小學數學教師創意教學競賽』所得到的寶貴資料，嘗試分析參賽教師如何以遊戲方式輔助教學活動；並且觀察他們所設計的遊戲是否真的能引發學生的學習動機與培養學生的創造力。在研究方法上，研究者從三百多件的參賽作品中挑選出10件創意作品，分析各作品的教案和教學呈現方式，並以第一階段參賽教師互評和第二階段數學系學生(或教育學程學生)的評分資料為基礎，探討其餘參賽教師對這10件創意作品的評價和改進建議，整理相關的評語和評分數據來做更進一步的討論。最終，研究者期望透過論文，讓教師們在製作相關的教材時，能有個參考的依據。 “The Math Creative Pedagogic Contest” is pooled by the National Science Council Scientific Education Department and the National Central University Math Department. The total collection of the creative works has added up to more than 300 over the seven sessions since it exhibited. Among the numerous creative works, every participant takes advantage of various teaching ways to display their creative teaching. In addition to initiating students’ motivation to study, students do study more effectively through such creative performance. Besides, the researcher notes that some participants introduce the interactive games or educational games into the teaching subject. Therefore, this research is meant to analyze how participative teachers teach with assistant activities or games, which is based on the valuable sources from “The Math Creative Pedagogic Contest “ and the study tries to observe if the games designed by them can really arouse students’ interests in learning and cultivate students’ creativity. The researcher chooses 10 creative works from more than 300 participative works as a research method and analyzes various lesson plans and the presentation of teaching. With participative teachers’ mutual assessment at the first stage and the second stage of the grading data from the math department students (or students taking educational courses) as basis, the researcher discusses these ten creative works with other participative teachers. After this, other participative teachers make a comment, give suggestions for improving, arrange related comments and scores and then do further discussion. The ultimate goal of the study is to expect to provide teachers with related teaching materials when they are preparing for teaching.
Appears in Collections:	[Graduate Institute of Mathematics] Electronic Thesis & Dissertation

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