直接教學法對國中學習障礙學生正負整數四則運算之學習成效研究

南華大學機構典藏系統 > 社會科學院 > 國際事務與企業學系(亞太研究碩士班,公共政策研究碩士班,歐洲研究碩士班) > 博碩士論文-公共政策研究碩士班 > Item 987654321/17625

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题名:	直接教學法對國中學習障礙學生正負整數四則運算之學習成效研究
其它题名:	A Study of Direct Instruction on the Learning Effectiveness of the Four Fundamental Operations of the Integer Arithmetic for Junior High School Students with Learning Disabilities
作者:	余佳真 Yu, Chia-chen
貢獻者:	國際暨大陸事務學系公共政策研究碩士班彭安麗 An-li Peng
关键词:	直接教學法;整數四則運算能力;學習成效;學習障礙學生 direct instruction;Learning Effectiveness;Students with Learning Disabilities;the Four Fundamental Operations of the Integer Arithmetic
日期:	2013
上传时间:	2015-01-05 11:06:22 (UTC+8)
摘要:	本研究目的在於探討直接教學法對國中學習障礙學生正負整數四則運算之學習成效之影響，其研究方法採用行動研究法。本研究依照直接教學法之設計原則、教學步驟和教學策略，並以九年一貫課程數學領域之能力指標為基礎，及參考康軒版國中一年級數學教材，設計出一套自編正負整數四則運算學習單，以研究者任教學校中二位一年級資源班學習障礙學生為研究對象進行正負整數四則運算教學。研究者藉由教學、觀察與文件資料蒐集來分析及歸納相關資料。　　　獲得以下主要結論：一、依照直接教學法之原理原則所編制正負整數學習單適用於學習障礙學生研究者所編製的這一套正負整數四則運算學習單，不論是從學生的評量表現或是學習回饋單反應，均顯示出對於學習障礙學生學習上是有幫助的。二、直接教學法於國中學習障礙學生正負整數運算之學習成效影響研究者透過行動方案的實施與調整，使用直接教學法教授二位學習障礙學生。研究者從自編前後測結果發現，受試者在正負整數四則運算表現有顯著進步。三、學習行為之表現與錯誤類型之分析這二位學生剛開始對於數學表現出沒興趣及抗拒學習，但在教學過程中，因為不斷的進步表現，因此漸漸對數學開始卸下心防，且慢慢產生自信心，此轉變顯示直接教學能提升其學習動機與自信心。而其常出現的錯誤類型則歸納如下: 1.記憶缺陷導致不易熟記運算規則。2.衝動認知導致計算錯誤。3.無法將新舊知識連結應用。　　　根據上述研究結論，研究者針對直接教學法的教學實務與未來研究提出建議。　　The study aims at discussing the influence of learning effectiveness by using Direct Instruction in the four fundamental operations of integer arithmetic for junior high school students with learning disabilities. The study uses the Action Research way. The research is according to the design principles of Direct instruction, teaching steps and teaching strategy; furthermore, it is based on Competence Indicators or Benchmarks in Mathematics of Grade 1-9 Curriculum, and refer to Math teaching materials in Kang Hsuan version for junior high school students, design a suit of learning sheets in four fundamental operations of integer arithmetic by myself, taking two seven grade students with learning disabilities in the teaching of four fundamental operations of integer arithmetic for example. The researcher analyzes and summarizes the information by teaching, observing and collecting documents.　　　Gather the below main conclusions:1. The integer arithmetic learning sheet designed by according to principles of Direct instruction is suitable to students who have learning disabilities. Not only from students’ performance but also from the response of learning feedback sheets show that the learning sheet designed by the researcher in four fundamental operations of integer arithmetic is helpful for those students who have learning disabilities in learning.2. Direct instruction to the influence of learning effectiveness in four fundamental operations in integer arithmetic for junior high students with learning disabilities. By twisting and carrying out the plans, the researcher uses Direct instruction to teach two students having learning disabilities. The researcher detects that the students have obvious improvement in four fundamental operations of integer arithmetic from the conclusions of self-designed before and after tests.3. The analysis of performance and mistake types in learning behavior. The two students show they had no interest in math and resists learning, but in the process of teaching, they gradually embraced math and had confidence because of continual improvement. The change shows that Direct instruction can raise their learning motivation and confidence. Below is the summary of the mistake types they usually have: 1. Short memory makes them have difficulty in memorizing calculating rules. 2. Impulse gives rise to the calculating mistake. 3. Unable to connect and use new and old knowledge.　　　According to the above-mentioned conclusions, the researcher gives the suggestion toward teaching practice and research in the future.
显示于类别:	[國際事務與企業學系(亞太研究碩士班,公共政策研究碩士班,歐洲研究碩士班)] 博碩士論文-公共政策研究碩士班

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