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    Title: 九年一貫數學領域第三階段結構化教材研究
    Other Titles: A study on structural text design of nine year integrated mathematical curricula third-stage
    Authors: 楊智堅;Yang, Jih-jian
    Contributors: 淡江大學教育科技學系碩士班
    蔡秉燁;Tsai, Ping-yeh
    Keywords: 詮釋結構模式;結構化教材設計;九年一貫;學習階層;Interpretive Structural Modeling;Structural Text Design;Nine-Year -Integrated Mathematical Curricula;learning hierarchy
    Date: 2007
    Issue Date: 2010-01-11 00:28:14 (UTC+8)
    Abstract: 本研究旨在運用「詮釋結構模式(ISM)」設計九年一貫數學領域第三階段結構化教材,探討知識結構、學習階層以及精緻教學等理論,透過內容專家的訪談,進行數學領域第三階段的學習要素分析、學習內容分析、結構化教材以及教材時數規畫等四項步驟。
     依據本研究目的,於研究過程中發現:
    (一)結構化教材設計的步驟可以促進教師對數學結構、內容的理解,掌握教材 重點以及教學先後順序的脈絡,提升教師的專業能力。
    (二)本研究結果可以做為數學領域第三階段知識結構的一項分析工具,針對學生的個別學習狀況進行教學診斷,實施補救教學或是進階學習。
    (三)本研究依據完整學習階段劃分的教材結構分析以及縱向連貫的線性教學程序,教師可以參考學習路徑的規劃,進行國民中、小學銜接教材的設計。
     未來建議:
    (一)教材設計者應該具備研究領域的專業知識與實務經驗,可以促進教學設計者與專家教師的對話,提高研究的效率與研究結果的正確性。
    (二)國民中、小學應重視教師專業能力的發展,導入結構化教學設計的應用模式,建構教師專業對話的機制。
    (三)後續研究範圍可以擴展到第一至四階段的數學科教材設計,統整九個年級的數學知識結構、分析學習內容與學習路徑。
    The major purpose of this study is to apply the “Interpretive Structural Modeling(ISM)” to desing Structural Text Design of Nine Year Integrated Mathematical Curricula third stage. Documentary analysis contains three parts: Structural knowledge, learning hierarchy, the Elaboration Theory of Instruction. Topics to be discussed include pass the interview of the content expert, carry on leaning elements
    analyse, study, content analysis, teaching material of structurization and hours of teaching material.
    Based on the results of the study, this research offers personal conclusions as follows:
    The procedure of structural teaching materials design can promote teacher''s understanding of mathematics structure, content, grasp the focal point of the teaching materials, train of thought of the teaching priority order, improve the teacher''s professional ability. this result of study can be made as an analysis tool of The Nine-Year -Integrated Mathematical Curricula third-stage, diagnose teaching to students'' specific study state.
    Professional knowledges and practice experiences that designer it''s time to be with research field for teaching materials, can promote the designer''s dialogue with expert''s teacher of teaching, improve the exactness of the efficiency studied and result of study. Pay attention to the development of teacher''s professional abilities, build the mechanism of constructing teacher''s speciality to talk. Follow-up research range can be expanded to the first and designed to the number discipline teaching material at four stages, whole mathematics knowledge structures, analysing the content of learning and learning path of grade nine of the interconnected system.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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