一位職前教師實施遊戲融入國小三年級分數教學之歷程與省思

• Main Authors: Kuei-Tyng Wang, 王奎婷
• Other Authors: 劉曼麗
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/85947470002744277999

碩士 === 國立屏東師範學院 === 數理教育研究所 === 92 === This research is based on the spirits of action research to survey the researcher’s teaching design, teaching processes, inflections which integrate games with third-grades fraction teaching in elementary school, and the students’ change in concepts and the feelings about learning before and after teaching. 1.This research is inclusive of ten teaching activities by planning, and there eight activities put into practice practically, as bellows; (1)Squeeze-Play Games: to intensify students’ connection between the fraction marks and the picture images. (2)Share-the-Cake: to help students build the concept of “parts/whole and understand the relation of equivalence in different shapes. (3)Array-Fraction: to help students build the order of fraction numbers and improve students’ understanding the relation between two numbers in the order of fraction numbers. (4)Fraction-Division: to help students connect the meanings between the “parts/ whole” and integration of the partial fraction in proper fraction. (5)Fraction-Ticktacktoe: to help students make use of the concept of “proper fraction is integrated by partial fraction” to solve questions of integration of proper fraction. (6)Fraction Measurement: to help students understand that only on the same quantity can they measure the extent. (7)Add-to-One: to help students familiar with the calculation of fraction and develop logical concepts. (8)Unit-Switch: to lead to students’ cognitive dissonance to make them notice the quantity of units. 2.The teaching procedure of this research is mainly based on the model of integration of play and teaching which merges ”curriculum-generated play” and “the model of matching, communication, and sharing.” Let the students get the concepts which are required in the play by discussion and sharing; or after the play, begin discussing the questions which happens during the games, and then continue the games and firm the concepts. 3.The students’ changes of the concepts before and after the teaching: (1)The concept of fraction: 1)The concept of sharing: Before teaching, students think that there’s no need to share definitely, and they don’t need to divide the fraction. After teaching, students understand that they need to share definitely and can explain the reason to divide the fraction. 2)The concept of the quantity of Units: Before teaching, students neglect units and assume that the fraction have the same quantity of units under the same condition. After teaching, students can notice the differences among units and know that different quantity of units will affect the quantity of fraction. 3)The meaning of proper fraction (parts/whole): Before teaching, students misunderstand the meanings of numerators and denominators. After teaching, students can understand the meaning of explaining fraction correctly, but some students will regard fraction as kind of action of division. (2)Fraction Calculation: 1)The Meaning of Fraction (composition of units of fraction ): Before teaching, students don’t understand this concept completely. After teaching, students can connect the concepts of “proper fraction is the composition of units of fraction” and the concept of “partial/integer.” 2)The Addition and the Minus of Fraction: Before teaching, students don’t understand the meaning of the rules of calculation. Some students think that they can calculate with denominators. After teaching, students can understand the meaning of rules of calculation and explain the reason why they cannot calculate with denominators. 4.Games not only can drive students’ learning motive but also can help students to build the concept of fraction. In games, students also understand the importance of team-work. 5.The reflection of researcher: The researcher lead students to have discussion and think about the questions in the stance of students’ condition. The researcher will integrate play with teaching and learn how to build new rules in classes to let the procedure of the whole games more smoothly. The researcher understand that the rules have to be explicit to make the students to obey under the control of time and order. The researcher help students build the concept of fraction and understand that the concept of quantity of units are more difficult to students.