|摘要: ||本研究目的是運用詮釋結構模式設計國小數學領域分數概念教材，透過「S-P表分析」法，瞭解國小學生分數概念學習情形。以國小分數概念為主題，利用ISM法繪製出有向性之學習階層圖，將學習要素圖像化。設計過程為分數概念的學習要素分析、結構化教材形成、教學評量、學習情形分析等四項步驟組成。研究者依據本研究目的，於研究過程中發現，透過ISM法設計分數概念教材，可具體化呈現概念構圖之思考脈絡，支援教師教學效能、縮短教師備課時間，圖像式的呈現ISM 結構化教材，可使教師更明確掌握學習順序以幫助學生學習。在實際的教學之後，運用S-P表分析，可使教師易於掌握學生概念不清的原因。透過研究有幾項結論：一、以「詮釋結構模式」建構國小分數概念學習階層圖，編製學習概念圖，可以幫助老師更加了解概念間的關係與教學順序。 二、根據所繪製的分數概念學習階層圖編製教材可將教師在腦中的學習要素表徵化，不必倚賴教科書。 三、階層式的ISM結構化教材，可幫助學生學習分數概念。四、運用「S-P表分析法」，以科學化輔助的方式，更加了解學生分數概念學習情形。五、依據S-P表分析的結果，可提供學生更具體的學習建議進行個別化和適性化的學習輔導來幫助學生學習。|
This study aims to use Interpretive Structure Modeling to design the fractional concepts teaching materials of elementary school mathematics, hence, by means of S-P analysis, understanding the fractional concepts development of elementary school students. Based on the elementary school fractional concepts, ISM is utilized to draw a directional stratified learning map, thus, materializing learning elements into image. The designing process is composed of analysis of fractional concepts learning elements, formation of structural teaching materials, teaching assessment, and analysis of learning process. The researcher finds out that by using ISM to design the fractional concepts teaching materials, thread of thought of the conceptual map can be materialized, teaching effectiveness supported, and time of preparing lessons shortened. Materialization of ISM structural teaching materials into image helps teachers get a more specific grip of students’ learning sequences and helps students learn. In the wake of practical teaching, application of the S-P analysis serves to help teachers easily locate the reasons of conceptual disturbance of the students.
There are several conclusions drawn upon as a result of this study. For starter, utilizing Interpretive Structural Modeling to construct the stratified learning map of elementary school fractional concepts and compile conceptual learning map help teachers to better understand the interrelations of concepts and the teaching sequences. Secondly, compiling the teaching materials in accordance with the said stratified learning map of fractional concepts helps materialize the learning elements existing in teachers’ minds. Thirdly, the stratified ISM structural teaching materials help students to learn fractional concepts. Further, the application of S-P analysis flanked by scientific methods helps better understand students’ learning process of fractional concepts. Last but not least, as a result of the S-P analysis, students can be provided with more concrete learning proposals so that they could receive much more individualized and character-appropriate instructions from their teachers.