國民小學高年級普通班學生使用基模化影片系統解代數多步驟文字題成效之研究   全文下載

The Effects of 5th and 6th Grade Students Using Schematic Video System to Solve Algebraic Multiple Step Word Problems

本研究之目的有二：一為對尚未學習代數或剛開始學習代數的五年級學生，提供一個生動有效的代數教學軟體；另一為對已經學代數但學習困難或學習失敗的六年級學生，提供良好的代數補救教學軟體。本研究之貢獻為結合影片與基模，為研究者多年構思所得，國外並無結合影片與基模之類似教學研究。基模為人類基本認知結構，基模化影片將原本無結構之影片加以結構化以建立學生解題基模。本研究之多步驟文字題包括中間數未知及原數未知，此類題目因需逆向思考，學生通常較感困難。為評估學習類化效果，只對中間數未知之多步驟文字題進行基模化影片教學，原數未知多步驟文字題作為類化題之用。主要研究結果為：一、實驗組與控制組比較，實驗組後測成績優於控制組後測成績；二、實驗組本身前、後測比較，後測成績優於前測成績，並具類化效果；三、六年級數學學習困難學生，代數文字題前測平均正確率只有10.42%，類化題進步至93.75%並具維持效果。本研究並以學生問卷調查及教學者觀察心得說明「基模化影片代數多步驟文字題解題系統」為一生動有效的代數教學軟體。

This study aims to help students solve multiple-step algebraic word problems by using schematic video. The goals are to develop software helping students learn algebra in an interesting and effective way, and serving the purpose of remedial instruction. The middle and start unknown problems were used, as these problems need retrospective thinking and may be more difficult for students. The experiment used only the middle unknown and the start unknown problems were used in transfer test. The major findings were 1. 5th graders of the experimental group outperformed the control group, 2. the posttest results were better than the pretest results for the experiment group, and 3. 6th graders with math difficulty improved significantly from pretest to posttest and transferred and maintained the results. A questionnaire survey and observation were conducted to confirm the validity of the software.