應用生活情境體驗學習模式 探討國中數學畢氏定理學習成效之研究
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Date
2017-09-??
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國立臺灣師範大學師資培育與就業輔導處
Office of Teacher Education and Career Service
Office of Teacher Education and Career Service
Abstract
在資訊科技日新月異的時代，針對學習者所處的學習情境環境中，能夠主動的探索知識其備的價值，而非被動地接受外界的知識灌輸，透過實地觀察的方式進行註記與比較，將有助於學生理解抽象文字所敘述的現象，使所習得的知識更具應用的目的。本研究運用生活情境體驗式學習模式來進行數學畢氏定理的學習，將抽象的數學理論透過日常生活體驗學習過程，學生能夠主動思考與反思驗證，將數學技能實際進行活用。研究結果顯示：一、運用生活情境體驗式數學學習教學優於傳統口述式數學學習教學，其不同教學法與學習成效間的關係屬於高度關聯強度。二、在不同學習能力學生的數學學習成效分析上，中學習能力組與低學習能力組的學生過合生活情境體驗式數學學習教學。
In the current era of rapidly changing information technology, learners can actively explore the knowledge value of subjects at their own pace in a learning-situated environment rather than passively receive information imparted by an external source. In this contemporary context, learners can assimilate information and compare perspectives while what is being taught is introduced into their field of observation. In this way, students can understand the phenomena to which abstract words refer and put what they have learned into practice. In this study, we used a real-life situation to teach the Pythagorean theory of mathematics; this approach enabled students to actively reflect on and assess the knowledge value of this abstract mathematical theory through the process of daily experiential learning. In this context, they learned to use their mathematical skills with the flexibility required by their actual lives. Our results showed the following: (1) The use of real-life situation experience learning model to teach mathematics is not only superior to the use of traditional verbal pedagogical approaches but also strongly correlated with learning effectiveness. (2) Our analysis of mathematical learning effectiveness, according to level of learning ability, indicated that students with medium and low levels of learning ability are especially likely to benefit from the use of real-life situation experience learning model in the teaching of mathematics.
In the current era of rapidly changing information technology, learners can actively explore the knowledge value of subjects at their own pace in a learning-situated environment rather than passively receive information imparted by an external source. In this contemporary context, learners can assimilate information and compare perspectives while what is being taught is introduced into their field of observation. In this way, students can understand the phenomena to which abstract words refer and put what they have learned into practice. In this study, we used a real-life situation to teach the Pythagorean theory of mathematics; this approach enabled students to actively reflect on and assess the knowledge value of this abstract mathematical theory through the process of daily experiential learning. In this context, they learned to use their mathematical skills with the flexibility required by their actual lives. Our results showed the following: (1) The use of real-life situation experience learning model to teach mathematics is not only superior to the use of traditional verbal pedagogical approaches but also strongly correlated with learning effectiveness. (2) Our analysis of mathematical learning effectiveness, according to level of learning ability, indicated that students with medium and low levels of learning ability are especially likely to benefit from the use of real-life situation experience learning model in the teaching of mathematics.