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|Other Titles: ||A study of analyzing learning path and learning content in math for 1-6 grade|
|Authors: ||吳聖煒;Wu, Sheng-wei|
|Keywords: ||九年一貫;概念構圖;學習路徑;詮釋結構模式;有意義的學習;Nine-Year -Integrated Mathematical Curricula;Concept Mapping;Learning Path;Interpretive Structural Modeling;Meaningful learning|
|Issue Date: ||2010-01-11 00:28:28 (UTC+8)|
Ever since the Ministry of Education carried out the consistent curriculum from year 1 to year 9, our education reform has been in great changes, especially in the implement teaching of Math. Under the principal of teaching standard, each school have their own kind of teaching type. However, after there are lack of correlation measurements with all kinds of different implement teaching models, had caused each version of Math’s comprehension differently. This has lead to under the same Math’s contents with different teaching within different grades. Therefore, this has also caused each schools and students can not learn from the beginning to the end, and has caused their learning difficulty.
This research is mainly to outline its before and after affect of the learning path in how year 1 to 6’s students learned Math and its relation. The learning contents included in the following 6 structures such as, module structure, target of learning, difficulty in learning, prior knowledge, teaching conduct, and examination questions. We are going to use the results of these outcomes to improve year 1 to 6’s students’ math learning and its correlation. We have extract the outcomes by discussing with the professions of using Interpretive Structural Modeling(ISM) for newly recruit teachers or learners as a teaching guideline, and as an expectation of how to improve learning and teaching defects in order to reach a better results.
The research outcomes can be category as the followings:
(1) It won’t matter where or how the version of the textbook is being taught. You can use the outcomes of this research to find out how the learning correlations match up with the actual teaching. This will help to find out where the learning difficulty is, and in order to provide remedy for teaching plans.
(2) Since every student have different level of learning and its knowledge, teachers can used this research outcome as a tool to support their students to reach the best learning effects.
(3) We suggested these newly recruited teachers to take these results as their teaching guideline with their own teaching experience to teach, in order to get into teaching mode quickly and let their students to understand the lesson. This will reduce new teachers’ anxity about how to teach for the first time, and will also reduce learners’ anxiety about learning difficulty caused by new teachers
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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