以建構頂點為脈絡探討國中三角形全等性質教學之研究

Abstract

鑒於學生在學習三角形全等性質上往往會遇到定義無法完全理解，以及無法有效應用，而造成後續學習效果遲滯不前。本研究欲以建構頂點為脈絡，旨在改善三角形全等性質的學習困難，透過步驟化、區塊化、結構化設計教材，將三角形的基本性質與尺規作圖的核心精神循序漸進引導，最後以建構三個頂點為脈絡來鋪陳三角形全等性質的判別方法。 本研究採準實驗研究法，以桃園市某國中八年級兩個常態班共54位學生為研究對象，實驗組以建構頂點為教學脈絡探討三角形的全等性質，控制組以教科書尺規作圖解釋為教學脈絡。 研究結果顯示：實驗組和控制組學習表現上沒有差異，實驗組和控制組於各分項之後測減去前測平均成績皆有明顯的進步，此教學實驗對學生仍有明顯地幫助。實驗組與控制組皆有較高傾向的上課意願與信心指數，反映出透過步驟化和結構化設計教材有助於提升學生學習意願，在實驗組之上課意願高傾向更高達七成以上，能夠理解教材的程度傾向高達七成以上，另外在控制組，依照教科書脈絡設計教材，亦有超過五成以上的上課意願感受，以及理解教材的程度傾向高達七成左右；而實驗組有較低傾向的學習困難和花費心力，反映出此單元設計不會造成學生學習的學習障礙，也可說明教材設計可有效降低內在認知負荷，理解此單元需要花費心力趨於中立。

In view of the students in the learning triangles congruent properties often encounter is defined not fully understand, and can not be effectively applied, causing subsequent learning stagnating. This study is trying to construct vertex context. It aims to improve the properties of congruent triangles learning difficulties. Through step-based, block-oriented, structured design materials, the basic properties of triangles and ruler core spirit guided step by step. Finally, construction of three vertices as a context discriminating method to lay out the nature of the congruent triangles. This quasi- experimental study adopted method, Taoyuan City, a junior-grade eighty-two normal classes of 54 students as the research object, congruent properties experimental group constructivist teaching context vertices of the triangle discussion, control group textbook Ruler interpreted as a teaching context. Research shows: there is no difference in the experimental group and a control group of academic performance, experimental group and a control group to test minus pretest after the breakdown of average scores Jie significant progress. This experiment teaching students still significant help. Experimental and control groups Jie higher propensity classes will and confidence, reflecting the steps and through the structured design textbooks help improve students' willingness to learn, willingness to experiment in high school tends to be more over 70%, it is possible comprehension teaching tends to over 70%. Also in the control group, in accordance with the design textbook context, over half are also more willingness class feel, and understand the extent of the tendency of materials up to Qi Cheng. While the experimental group with learning difficulties and low propensity to spend effort, reflecting the design of this unit does not cause learning disabilities learning materials may also explain design can effectively reduce the intrinsic cognitive load, it takes effort to understand the unit tends to neutral.