從一年級數學課室討論文化看學生的學習~以三個個案探討

• Main Author: 鍾筱蘭
• Other Authors: 蔡文煥
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/16255140948776096196

碩士 === 國立新竹教育大學 === 進修部數理教育碩士班(數學組) === 92 === This study aims to research three first-grade pupils’ mathematic learning performance in classrooms, which focuses teaching activities on classroom discussion The main problem is: In the culture of classroom discussion, how these three pupils showed their learning capabilities in classrooms. Therefore, the study was primarily designed to research the pupils’ performance quality by step-by-step observing their learning activities. Thus, this study discovered that: (1) In the initial stage in which pupils were prepared to participate in the core part of discussion, if the main part of discussion activities was set on the interaction between teachers and students (that is, the discussion activities among students themselves were less emphasized), children will survive the competition even though they lack, to some degree, concentration and learning. (2) If children got into the core process of discussion, they were required to concentrate on their learning and to express their learning process by themselves. For example, they were supposed to clearly explain why and how they solve the assigned mathematic questions. In this way, they could make more efforts to learn. (3) In the last stage of study in which the children acquired their logical mathematic knowledge, the pupils were required to explain the procedure of resolving the mathematical questions. The first grade students were able to question other students’ conception of resolving the questions, however, defending their own way of resolving math questions and supplementing others’ solution. (4) In the discussion and interaction of the small group, through the teacher’s arrangement, the first grade children could understand the position for their own roles as well as their learning scope.