| Summary: | 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) === 97 === The purpose of this study is to investigate the effect of the diagnostic teaching on helping the fifth-grade students to learn the concept of reflection. The quasi-experimental method with nonequivalent pretest-posttest controls was adopted. The subjects in this study were from two classes with total 65 fifth-grade students. One class was acted as the experimental group with reflection diagnostic teaching, and the other was acted as the control group with traditional teaching. There were six lessons for the teaching experiment and each lesson took 40 minutes. The effect of teaching experiments was evaluated by both the quantitative and qualitative analysis.
It is found in this study that the diagnostic teaching is effective for pupils in clearing up the misconception of reflection. Overall, the diagnostic teaching performs well for the fifth-grade students in learning the concept of reflection. The results of our covariance analysis indicate:
1.The students in the experimental group make significant progress than those in the control group.
2.Different levels of ability (high and low) in the experimental group can lead to significant difference in the adjusted delay-test performance but not in the adjusted post-test performance (using pre-test score as covariate) .
3.The factor of gender in the experimental group results in little difference in both the adjusted post-test performance and the adjusted delay-test performance (using pre-test score as covariate).
In addition, our t test results show:
1.The diagnostic teaching can result in good immediate, reserved and delay effects for the students in the experimental group.
2.The students in the experimental group, irrespective of different levels of ability (high and low), can all have good immediate, reserved and delay effects.
3.The students in the experimental group, irrespective of gender, can all have good immediate, reserved and delay effects.
Finally teaching strategies, curriculum design and future research for the diagnostic teaching of reflection are also proposed to make suggestions.
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