以激發學生個人思維為主軸的數學教學模式

• Main Author: 陳郡芳
• Other Authors: 施皓耀
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/69895396313184247244

碩士 === 國立彰化師範大學 === 數學系所 === 93 === Abstract The objective of this study is to investigate a teaching model. The philosophy of the teaching model is considering the teaching as a mean to ignite students’ creativity not merely to provide students with knowledge. Students’ learning behavior in the course of this teaching model and teacher’s role played in the model are examined. The sample class, consisting of 30 five graders, are selected by an attitude test. The student under intensive investigation is intentional selected. We employ the qualitative methodology in collecting and analyzing data. The teaching procedure of this model is: 1. teacher arranges suitable situation 2. teacher provides plenty of opportunities to promote students’ thinking 3.students analyze problems independently or with collaboration 4. teacher tries to understand students’ idea through their wording and paper works 5. teacher-students dialogue is intensive. In the course of the teaching, teacher reduces his demonstration and encourages students to present their idea. Then teacher is able to appreciate students’ very own idea, although that may be of trifling importance. The finding shows that the sample student’s ability of exploring new problems, independently, progresses significantly. The characteristic of his study is acquiring knowledge by means of storming teacher and other students with critical questions. In order to raise good questions to improve his understanding on a subject, he analyzes questions or concepts, given by teacher, very carefully and presents his own questions clearly. This learning behavior is quite different from others who do grasp knowledge by memorizing or trying to present good explanation in supporting teacher’s idea. Due to the encouragement of presenting student’s view, the quality of his knowledge is well beyond our expectation. And student’s creativity is then well nurtured not destroyed. In this teaching model, the teacher has sharpened his skill of examining things from students’ perspective and explaining concepts by students’ idea.