博碩士論文 955204013 詳細資訊




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姓名 侯慧芳(Hui-fang Hou)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 以圖像謎題發現國小數學概念之兩階段鷹架
(Two Phases of Scaffolding Graphical Puzzle-Based Discovery of Elementary Mathematic Concepts)
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摘要(中) 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。
摘要(英) 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.
關鍵字(中) ★ 謎題鷹架
★ 個人解釋
★ 同儕解釋
關鍵字(英) ★ puzzle-based scaffolding
★ peer explanation
★ self explanation
論文目次 第一章 緒論 1
1.1 研究動機 1
1.2 研究目的與研究問題 3
第二章 文獻探討 5
第三章 活動模組設計 13
3.1 設計理念 13
3.2 活動流程 15
第四章 實驗與結果分析 20
4.1 實驗對象與分組 21
4.2 資料收集與評量標準 22
4.3 實驗限制 23
4.4 個人學習 23
4.4.1實驗目的 23
4.4.2實驗流程與內容 24
4.4.3實驗結果 24
4.5 小組學習部份 28
4.5.1實驗目的 28
4.5.2同儕解釋鷹架測試 28
4.5.3同儕解釋實驗一 31
4.5.4同儕解釋實驗二 34
4.5.5同儕解釋實驗三 38
第五章 系統設計與應用 42
5.1 紙本進行同儕解釋之情形 42
5.2 系統設計與應用 44
5.2.1系統架構 44
5.2.2學習流程 45
5.2.3系統功能 46
5.2.4系統畫面介紹 48
5.3系統實作與應用 55
5.3.1電腦實作討論 56
第六章 討論 63
6.1 同儕解釋行為 63
6.2 三步驟鷹架 68
6.3 結論 76
6.4 未來工作 77
參考文獻 80
附錄一 11的倍數(實驗組) 84
附錄二 11的倍數(對照組) 88
附錄三 2-5配對(實驗組) 92
附錄四 2-5配對(對照組) 96
附錄五 湊整加法(實驗組) 100
附錄六 湊整加法(對照組) 104
附錄七 分配律(實驗組) 108
附錄八 分配律(對照組) 115
附錄九 周長(實驗組) 122
附錄十 周長(對照組) 124
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二、 中文文獻
劉秋木(2002)。國小數學科教材教法。五南出版社
南一文教事業(2005)。國民小學數學第九冊
翰林文教事業(2005)。國民小學數學第八冊
張春興 (1996)。教育心理學 三化取向的理論與實踐 。臺灣東華
指導教授 陳德懷(Tak-Wai Chan) 審核日期 2008-7-9
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