A Study on Courseware Designed for High School Mathematics
碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 92 === This study describes the Instructional Structural Design for high school remedial mathematics programs and uses S-P table analysis to improve remedial instruction. Topics to be discussed include the design process of Instruction Structural Design an...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2004
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| Online Access: | http://ndltd.ncl.edu.tw/handle/79108240489183405784 |
| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 92 === This study describes the Instructional Structural Design for high school
remedial mathematics programs and uses S-P table analysis to improve remedial instruction. Topics to be discussed include the design process of Instruction Structural Design and the underlying philosophy. This ISM and S-P table analysis covers mapping lesson plans for levels of leaning elements and needs analysis. In addition it offers insights into how individuals learn, what students should learn and the sequence in which students learn. Examples are based on lessons in Trigonometric functions such as Sines, Cosines and Tangents taken from book 2 of the 11th grade mathematic requirements. S-P table analysis is used to evaluate what the individual students have learned.
Goal of this study. Interpretive Structural Modeling (ISM) offers complete concepts for mathematic remedial instruction. Teachers must choose a teaching philosophy and gain a thorough understanding of the concepts of that philosophy. The benefit of this is that it helps both students and teachers formulate clear personal goals and directs their teaching and learning to provide effective, optimal teaching and learning sequences which accommodate each student s individual
variations without departing from overall goals. The results are effective teaching and learning accomplished in less instruction time. ISM provides a context that highlights concepts on which students are unclear and S-P table analysis is used to identify student problems.
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