開放式教學法在小學數學課室之實踐：提問策略之角色

The Practicing of Open-Ended Approach in Mathematics Classes of Elementary Schools: Role of the Questioning Strategy

本研究旨在探究開放式教學法在國小數學課室實踐時，教師之提問策略。研究透過行動研究的方式，由二位研究者與三位合作教師，進入三年級的數學課室。本文設計三個非例行性問題的學習單元與行動方案，由第一研究者擔任教學，先在A班進行前導教學，教學後再依據研究群的觀察、座談建議與學習反應等，修正行動方案與提問策略，在B班進行實踐教學，據此提出建議方案與策略。研究發現：1.當問題太難或學生解題不理想時，可先討論錯誤類型並在提問中澄清、引導學生的錯誤迷失概念來當作為學生的學習鷹架。2.若是困難在於先備知識不足或缺乏操作經驗，透過提問來追問、挑戰學生，以補足學生先備知識與提供操作經驗，學習效果有明顯改善。3.配合教學媒體進行有條理與層次的提問可有效地掌控學生的學習與討論焦點。

The aim of this research was to study the open-ended questioning strategies that teachers adopted in elementary school mathematics classes. By using action research, two researchers and three teachers collaborated to aid third grade students’mathematics practice. This study involved threenon-routine mathematical units and three corresponding action plans. The first researcher took on the job of teacher for class A. After discussion with the other researchers, he modified his teaching and questioning strategy based on observations of class A student responses in order to apply a new questioning strategy in class B. Based on the analysis of class B, suggestions and recommendations were proposed. Findings are that: 1) When the tasks were too difficult to obtain good responses from students, the discussion of students’ errors and questioning approach allowed for scaffolding of students’ leaning; 2) A lack of preliminary knowledge or hands-on experience was the main cause for learning difficulties; increasing preliminary knowledge and hands-on experience through question and challenge skills of questioning approach beforehand could significantly improve learning; and 3) Organized and sequential questioning approach with instructional media plays an important role in focusing a discussion topic while also enhancing learning effects.