利用教學模組進行國小四年級四則運算兩步驟文字題補救教學之行動研究

Using Teaching Module to Implement Remedial Instruction of the Integer Operations on Forth Grade Students: An Action Research

本研究採用行動研究法，以國小四年級學生為對象，針對整數四則運算兩步驟文字題，進行兩階段的研究實施。第一階段從過去相關研究中，來瞭解四年級學童在四則運算兩步驟文字題的解題策略、錯誤類型與原因，以便發展個別化的補救教學模組。第二階段透過紙筆測驗來確認需要進行補救教學的對象，並根據第一階段所發展的教學模組，進行補救教學，以提升學生在整數四則運算兩步驟文字題的表現，同時檢視教學模組應用於補救教學的成效。結果在教學模組的開發方面，因為從前測中，發現學生大多有不懂題意、習慣用關鍵字解題、乘除混淆等錯誤原因，所以教學模組規劃，在教學策略中採用包括具體物操作、圖像繪畫等多重表徵的教學策略，來幫助學生了解題目意思與改善用關鍵字解題的錯誤解題策略；在學習環境中設計符合學生生活經驗的情境故事與布題，提升學生的學習興趣以及對於題意的瞭解，以提升學生的學習成效。在經過補救教學後，發現在測驗表現上整體進步幅度71%~100%；在策略使用方面，學生逐漸能直接從文字敘述了解題目意思，且清楚說出先算什麼，後算什麼；在情意方面，學生從一開始對數學的學習無助到喜歡上數學課。這些顯示教學模組應用在補救教學的成效。

The aims of this study were to design and use teaching module to implement remedial instruction for improving mathematics learning performance of fourth grade students on two-step integer operations of word problem. Action research was adopted as a method， and research procedure was designed as two stages. The first， according to related researches， was to understand students’ performance， strategies and misconceptions when they solved the word problem of integer operations， in order to design the individual remedial instruction module. The second was to implement remedial instruction that included six students who were ranked the last 27% of class on the written test. According to the pre-test， this study found most students could not understand the meaning of the problem， use key word to solve problem， and usually confuse about the concept of multiplication and division. So researcher adopted various teaching strategies that including operation concrete objects and drawing pictures to help the students understand the meaning of problem， and designed learning environment that fitted students’ life experience for improving students’ learning interests and understanding the meaning of the problem. After remedial instruction， we found that students had obvious progress on the performance of written test. With regarding strategy using， students were getting use more effective method to understand the meaning of problem， and using symbolic representation to solve it. The feeling about mathematics learning， students felt learning helpless before attending remedial instruction， but were getting like mathematics class and looking forward it coming. It showed the effectiveness of applied teaching module to the remedial instruction of two-step integer operations of word problem.