标题: 多元表征的结构化数位几何课程设计对国民中学学生在学习认知、学习成就及学习态度的影响
The Effects of Structured Digital Geometry Curriculum of Multiple Representations on Junior High School Students’ Learning Cognition, Learning Achievement and Learning Attitude
作者: 李宬風
Lee, Chen-Feng
陳昭秀
Chen, Chao-Hsiu
教育研究所
关键字: 国民中学学生;几何;相似形;课程设计;课程拓朴;动态数学软体;多元表征;学习认知;学习成就;学习态度;Junior high school students;Geometric;Similar figures;Instructional Design;Curriculum topology;Dynamic mathematics software;Multiple Representations;Learning Cognition;Academic achievement;Learning attitude
公开日期: 2010
摘要: 本研究以国中数学第五册相似形为主题,采用97课纲为指标,将相似形这个主题课程,对其作内容分析,分为若干个最小可教学单元后,组成一个合理的教学顺序网络,称为课程拓朴。在课程设计与使用形成性评鉴方法发展完成后,再采用准实验研究法对学习认知、学习成就及学习态度三个变项进行总结性评鉴。
对于每一个最小可教学单元,采重理解的教学设计(UbD)理念来设计教案,以主要问题的型式出发,渐次的完成每一个最小可教学单元,其间并辅以动态数学软体Geogebra设计的教材展示及操作,以呈现多元表征的学习环境。若配合教师于教学历程中的正确引导,除符合van Hiele的几何学习理论,也能渐进地进入图形认知理论所述的知觉性理解、操作性理解、构图性理解、及论述性理解四种理解面向,最终达成97课纲所规范之几何核心知识的认识及数学逻辑论述的领会等两个学习目标。
本研究希望能做到,教学成效依赖课程设计的成份大于教师教学经验的影响,而能因此推展、并普遍化于一般的教学场域中。因此,本课程设计的目的之一,也在于改进传统教材章节式编排所呈现知识脉络模糊的缺点。教案将详述教学者的策略及学习者的状态,配合学习单的设计及主轴观念的评量,最后完成整个大概念的建构。
总结性评鉴的结果显示,在学习认知变项上有显着成效,对学习成就的影响较小,对学习态度则没有影响。最后本研究亦提出包含对教材、评鉴方法与工具、实验教学环境配置及未来研究方向的建议,供教师、研究者与课程设计者参考。
This study selects similar figures which is a major topic of junior-high-school math textbook volume 5 as the subject matter to conduct instructional design. Based on the 97 curriculum standards announced by Taiwanese Ministry of Education, the author analyzed the subject matter and divided the content into several the smallest teachable units to develop a logical teaching-sequence network also called curriculum topology. After completing the instructional design and formative evaluation, the author employed the quasi-experimental approach to conduct the summative evaluation targeting at students’ learning cognition, academic achievement, and learning attitudes.
While designing lesson plans of the smallest teachable units, the author adopted concepts of Understanding by Design (UbD) to define essential questions of each unit and incorporated demonstration and operation of dynamic math software Geogebra into instruction to construct a multiple-representation learning environment. Combined with adequate teacher guidance, the instructional design promotes geometric instruction consistent with the geometry learning theory of van Hiele and facilitates students’ figure comprehension including perceptual apprehension, operative apprehension, sequential apprehension, and discursive apprehension. Therefore, this study can contribute to the fulfillment of improving student understanding about core knowledge of geometry and about representation of mathematics logics emphasized in the 97 curriculum standards.
The study intends to achieve a purpose that learning outcomes depend more on this instructional design than on teachers’ teaching experiences so the design can be generalized in different teaching contexts. A focus of this instructional design is to eliminate a flaw of sequential content arrangement of traditional math textbooks, and this flaw is the unclearness of contextual presentation of subject-matter knowledge. The lesson plans in this study detail instructional approaches and learner characteristics and, integrating the lesson plans with worksheets and thematic concept assessment, teachers can enhance students’ construction of big ideas.
Results of the summative evaluation indicate that this instructional design significantly improve students’ learning cognition, slightly improve their academic achievement but it has no significant influence on students’ learning attitudes. Finally, this study provides teachers, researchers, and instructional designers with suggestions about design of instructional materials, assessment approaches and instruments, about settings of teaching experiments, and about future research.
URI: http://140.113.39.130/cdrfb3/record/nctu/#GT079648542
http://hdl.handle.net/11536/43243
显示于类别:Thesis