建構取向五階段教學法對提升國小資優生幾何概念之成效

dc.contributor郭靜姿zh_TW
dc.contributor.author宋雅筠zh_TW
dc.contributor.authorSung ya yunen_US
dc.date.accessioned2019-08-28T12:18:41Z
dc.date.available2014-5-7
dc.date.available2019-08-28T12:18:41Z
dc.date.issued2012
dc.description.abstract本研究採用準實驗研究設計,探究建構取向「五階段教學法」對國小資優生「幾何概念」與「幾何思考層次」的影響。實驗課程包含「俄羅斯方塊」、「笛卡爾方塊」與「三角形連塊」三大單元。實驗對象為高雄市兩所國小中年級資優生共計34名,實驗組15名及對照組19名。研究者針對實驗組進行6週12節課「五階段教學法」實驗教學。研究工具包含:自編幾何連塊充實課程學習單、國小學生幾何圖形概念測驗、吳-薛氏國小學童van Hiele幾何測驗及半結構晤談表與學習意向回饋單。本研究採單因子共變數(ANCOVA)進行實驗成效之統計分析,主要研究發現如下: ㄧ、幾何概念的影響 「五階段教學法」明顯有助於提升實驗組學生的幾何概念,在國小學生幾何圖形概念測驗中,實驗組學生的表現顯著優於對照組。 二、幾何思考層次的影響 在吳-薛氏國小學童van Hiele幾何測驗的思考層次2與思考層次3分測驗之表現,「五階段教學法」明顯有立即教學成效,實驗組學生的表現顯著優於對照組。 三、半結構晤談的表現 經由半結構晤談的逐字稿分析可得知,「五階段教學法」有助於提升四位實驗受試者的幾何思考層次。 四、學習意向的回饋 實驗組學生接受「五階段教學法」之實驗課程,對幾何概念的提升持正面及肯定態度。超過90%的學生認為此種教學方式與普通班有很大的差異性,70%的學生滿意自己在課程中的表現。 綜合上述,本研究發現:使用建構取向「五階段教學法」的教學引導方式,除了能澄清學生的迷思概念,達到幾何概念的改變外,更能提升學生的幾何思考層次。最後研究者根據本研究發現,提出未來可持續研究的相關建議,以供日後研究者之參考。zh_TW
dc.description.abstractThe aim of this quasi-experimental designed research was to explore the effect of constructivist pedagogy of Five Stages Teaching on geometric concepts of elementary gifted students. The mathematical units in the experiments included: “Tetris”, “Pentominos” and “Triangle Puzzles”. The subjects were 34 gifted students from two elementary schools in Kaohsiung City, they were divided into experimental group and control group. The experimental group attended 12 classes, each class took 40 minutes. The instruments used were: (1)self-designed geometry puzzles curriculum ; (2)” Elementary School Students Geometry Concepts Test” ; (3) “Wu - Hsueh Elementary School Child van Hiele Geometry Test” ; (4) semi-structured interview scale ; and (5)feedback questionnaire. The data were analyzed by ANCOVA. The major findings were as follows: 1. constructivist pedagogy of Five Stages Teaching helped the gifted students in the experimental group enhancing their geometric concepts. According to the result of ANCOVA, the students in experimental group performed better than control group. 2. In terms of the posttest of “Wu - Hsueh Elementary School Child van Hiele Geometry Test”, “LevelⅡ” and “LevelⅢ”, the scores of the experimental group on the posttest were significantly higher than the control group. 3. According to the result of semi-structured interview scale, Constructivist Pedagogy of Five Stages Teaching helped the gifted students in the experimental group enhancing their thinking level in geometry. 4. After implementing Geometry Puzzles Curriculum, most students held apositive attitude toward improving thinking level in geometry. More than 90% of the students thought the teaching was very different from regular classes, and 70% of students were satisfied with their performances in the course. To sum up, this study indicated that, constructivist pedagogy of Five Stages Teaching not only helped the gifted students clarify their misconceptions, but also enhance their geometric thinking levels. Suggestions are proposed at the final for future research and instruction of using Five Stages Teaching.en_US
dc.description.sponsorship特殊教育學系zh_TW
dc.identifierGN0697090268
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0697090268%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91876
dc.language中文
dc.subject建構取向zh_TW
dc.subject五階段教學法zh_TW
dc.subject幾何概念zh_TW
dc.subject幾何思考層次zh_TW
dc.subject資優生zh_TW
dc.subjectconstructivist pedagogyen_US
dc.subjectFive Stages Teachingen_US
dc.subjectgeometric conceptsen_US
dc.subjectgeometric thinking levelsen_US
dc.subjectgifted studenten_US
dc.title建構取向五階段教學法對提升國小資優生幾何概念之成效zh_TW
dc.titleThe Effect of Constructivist Pedagogy of Five Stages Teaching on Geometric Concepts of Elementary Gifted studentsen_US

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