國小六年級負數教學的探討;A Study on Teaching Negative Numbers in Sixth Grade

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题名:	國小六年級負數教學的探討;A Study on Teaching Negative Numbers in Sixth Grade
作者:	黃俊博;Huang, Chun-Po
贡献者:	數學系
关键词:	六年級;負數;數學領域課程綱要;生活經驗;Sixth grade;Negative Numbers;Mathematics Curriculum Guidelines;Life Experience
日期:	2025-06-25
上传时间:	2025-10-17 12:51:34 (UTC+8)
出版者:	國立中央大學
摘要:	本研究旨在研究國內六年級學生是否能學會負數，是否能達到國外同齡學生的程度。參考國內外不同版本的教科書，自行設計課程內容及教學方法，藉由研究者前往教學現場進行教學，以探討國小六年級學生對負數概念的學習成效，並期許學生能達到國外同齡學生的數學水平。本研究同時進行量化與質性的研究。在量化方面，本研究採用採用前後測準實驗研究法，對台北市某國小四個班級的 76 位六年級學生進行教學實驗。資料分析以成對樣本t檢定的方式，來探究接受教學後受試者在學習成效測驗上的差異情形。本研究的量化研究發現，接受教學後的學生其學習成效明顯高於接受教學前的時候，特別是對平時學業表現較好的學生，學習成效達到顯著的差異。因此推論在國小高年級進行負數單元的初步教學是可行的，能提升未來在與國中課程銜接時的學習效率。質性研究方面，我們著重在學生是否具備跟負數相關的能力。諸如能繪製包含負數的數線、比較負數的大小、簡單整數的加減、相對量、負數和減號的讀法，並根據學生在課程及測驗的表現進行分析並找出學習困難的原因或學生能成功學習的證明。並且我們在應屆學生畢業升上國中正式學習負數後對部分學生進行訪談，透過問答了解提前授課對學生的幫助和學生對不同教學方法的接受程度。最後本論文依據研究結果，對國小實施負數單元教學、課綱改革以及未來之相關研究提出建議。 ;The purpose of this study is to design curriculum content and teaching methods based on the first section "Negative Numbers and Number Lines" in the "Integers and Number Lines" unit of the domestic junior high school mathematics textbook (Kang Hsuan). The researcher will conduct teaching in the classroom to explore the learning effectiveness of upper-grade elementary school students regarding the concept of negative numbers. This study employs a quasi-experimental pretest-posttest design, conducting a teaching experiment with 76 sixth-grade students from four classes in an elementary school in Taipei City (with one foreign student providing data for international students). Data analysis will utilize paired sample t-tests to investigate the differences in learning outcomes on the assessment after the instruction. The quantitative findings of this study indicate that students′ learning outcomes after instruction are significantly higher than before, particularly for those with better academic performance. This suggests that preliminary teaching of the negative numbers unit in upper-grade elementary school is feasible and can enhance learning efficiency when transitioning to junior high school curricula. At the beginning of the experimental teaching, the researcher used concrete examples to help students discover and understand the concept of negative numbers, receiving a certain level of response during the instruction. This shows that the life experiences of domestic students are related to the negative numbers curriculum. By leveraging these life experiences, we assist students in learning about negative numbers and applying what they have learned to other real-life situations, promoting learning transfer. Notably, since students have already encountered thermometers in natural science contexts, we designed a curriculum starting from temperature to bridge their old and new experiences. In terms of qualitative research, we focus on whether students possess abilities related to negative numbers, such as drawing number lines that include negative numbers, comparing the magnitude of negative numbers, performing simple addition and subtraction with integers, understanding relative quantities, and reading negative numbers and subtraction signs. We analyze students′ performances in lessons and assessments to identify the reasons for learning difficulties or evidence of successful learning. Finally, based on the research findings, the researcher offers suggestions for implementing negative number unit instruction in elementary schools, curriculum reform, and future related studies.
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