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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/74159

    Title: 改變數學課堂教學活動對學習低成就的學生之影響
    Other Titles: The effects of adjusting in-class activity on low-achieving students in junior high school math class
    Authors: 陳美貞;Chen, Mei-Chan
    Contributors: 淡江大學中等學校教師在職進修數學教學碩士學位班
    李武炎;Lee, Wu-Yen
    Keywords: 合作學習;文本閱讀;提問教學;Collaborative Learning;Text reading;Inquiry-based instruction
    Date: 2011
    Issue Date: 2011-12-28 18:12:14 (UTC+8)
    Abstract: 教書36年面對成績落後的學生常思如何改變教學方式,提升學習興趣,使每一位學生都能作有效學習。在數學能力、數學學習態度、與數學學習成就上有所轉變。加上去年教到一個很特殊的班級,是七年級的新生,當時任教兩個七年級新生,剛開學幾天,就發現其中一個班級數學能力較好的學生人數不到該班上人數的四分之一,而另一個班級數學能力較差的學生人數也不到該班人數的四分之一,形成兩種極端,經過一年的教學,兩班級期末考的成績,前面班級優秀人數已超越後面這個班級,但是成績不到四十分的人數竟然達九人之多,在常態編班之下七年級是不應有這種呈雙峰現象的,這也是我極思探討的問題。
    Teaching mathematics for thirty six years, I often thought about how to adjust instructional approaches and how to increase student’s interests of learning for low-achieving students so that every student in my class can learn effectively. Improving student’s mathematic proficiency, learning attitudes, and learning performance was my primary goal of teaching. Last year, I happened to teach a unique seventh-grade class. I was responsible for two seventh-grade classes that were all freshmen in the school at that time. Few days after matriculation, I soon realized that the number of students with superior mathematic proficiency in one class was less than one fourth of the entire class. In the other class I taught, the number of students with low mathematic proficiency was also less than one fourth of the entire class. After one-year instruction, comparing the scores of final exam between these two classes, the number of superior students in the former class exceeded the latter one. However, there were nine students whose score was less than forty in the former class. With normal class assignment, this twin-peak phenomenon should not exist in a seventh-grade class. This was the problem I aimed to investigate in this study.

    This study was an action research with three purposes:
    (1)To change the instructional method into collaborative learning to promote active learning.
    (2)To reinforce the implementation of inquiry-based instruction to help students develop the ability to construct their own mathematic mental models.
    (3)To enhance students’ ability of textual reading to establish the ability of self-learning.

    Based on the purposes, I first changed my instructional approach into collaborative learning. After implementation, I administrated the mathematics class evaluation survey and compared the scores among mid-term and review examinations. Triangulating with the survey results, this study investigated which instructional method benefited students the most, and concluded with suggestions and implications.
    Appears in Collections:[Graduate Institute & Department of Mathematics] Thesis

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