運用圖畫書進行時間概念教學之協同行動研究

• Main Authors: Lai Yu Chi, 賴郁琪
• Other Authors: 鍾靜
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/cphc74

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 95 === This study is a collaborative action research among three teachers teaching in different levels (including second, third and fifth grade). This research aims to explore the teaching activity and implementation of time concept teaching by using picture books. Six teaching activities were performed in two cycles during the study process. The data from the actual practices of time concept teaching were observed and analyzed. Findings and suggestion from this study can be provided as references for teachers who attempt to apply picture books to the time concept teaching. The findings of this study can be concluded into the following four points: 1. The selection and teaching activity design of picture books in time concept teaching :Due to the abstract of time concept, most picture books are story-plot oriented. There are criteria existed in the selection of picture books when introducing different concepts. (1)Regarding the concept of time telling, picture books combined students’ daily experiences with time telling can be used. (2)To present the concept of time unit, picture books with simple story plotted at every hour or using stories to bring in the complex concept of time unit conversion can be adopted. (3)Considering the concept of time sequence and cyclic, picture books written in the story lines of weeks, months …and other time units are suitable to use. (4)About the concept of time succession and irreversible, picture books relating the continuity of an activity or stories involving controversial situations can be introduced. 2. The implementation of picture books in time concept teaching: We can use picture books including the ideas of time sequence and cyclic and match the calendar to teach. We can use fake clock to guide students to notice the particularity of time lasting. We can pick up inner pages that are needed in textbooks to edit what we want and add time terms or time units to achieve the goals that fit students to learn time concept. 3.The effect of learning with the use of picture books in time concept teaching: By exploiting picture books, it varies the teaching process and boosts students’ interests in time concept learning. Regarding the academic performance, some of the target classes in the study did perform well than other classes which did not use picture books in time concept teaching. 4.The influence of teachers’ teaching when using picture books in time concept teaching: Using picture books in time concept and organizing teams to deepen teaching guides and textbooks analysis. It provides us to understand the development of students’ time concept, and help us use the materials of life well to design the textbooks fit the students.