| Summary: | 碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 99 === The purpose of this research is to discuss the practice of writing comprehension for solving mathematic application problems of the aboriginal junior high school. The researcher developed the teaching curriculum, which was five times a week, 45 minutes each class over two months. The teaching implementation was selected to be the heterogeneous grouping method. At the same time, the researcher wrote her own mathematic application practice problem to measure the variance among the participants after the teaching implementation.
For the purpose of the research, the data collection involved “interview with the teacher and the students”, “reflections from the researcher”, “practice problems from the participants”, “feedback from the participants”, “classroom observations”, and so on. The results are as follow:
1. Promote the students with diversified topic selections to raise the interest of reading application problems.
Research discovered that the aboriginal students have difficulty translating the problem situations to the intrinsic attribute. Therefore, teachers should design the application problems with diversified topic selections. And consider using the students’ life experiences to increase the motivation of reading the topic. Teachers should maintain objective and inquire students' life background thoroughly. Enable the students to understand the situation of the problem smoothly and motivate their interest of reading.
2. Using concrete examples to enhance the students’ abilities to understand the application problems.
Research discovered that the aboriginal students are used to use concrete concept to understand problem contents. They were still unfamiliar solving the abstract problems. Teachers should provide the concrete operation experiences as much as possible. Help them use concrete operations to connect old experiences with topics smoothly, therefore increase students’ problem solving abilities.
3. Tolerate students’ different thinking patterns
Research discovered that the aboriginal students are a very different non-uniformity group. They often interpret the problems differently compare to average students. Therefore, when a student is unable to understand the problem, the teacher should tolerate the immature problem solving strategy the student uses. And encourage the student to construct the correct problem solving strategy. To help the teacher understand the students’ thought process, the teacher could have students keep a record of the problem solving process. At the same time, remind them to talk about or write down their own idea after reading the problem. The teacher should encourage student with an affirmative manner, helping the student to attempt the problem solving in any possible way or strategy. Finally, guide them to use a more mature way for the problem solving.
4. Helping students develops the ability to double-check the answer of application problems.
Research discovered that students often thought they have solved a problem after writing down an answer, no matter the accuracy of the answer. Therefore, after obtaining an answer, the teacher should remind the student to examine the rationality of the answer, and guides the student to understand the problem statement and the connection to the answer. Help the students to get used to the self-monitoring problem solving process, and then learn to self-revise to the correct problem solving procedure. Most importantly, the teacher must tolerates the students’ slow reading speed, and assists the student to think the relevance between the answers and the problem statement thoroughly. Avoid using memorizing or applying the equations mechanically on the problem solving. Have students learn to recall related problem situation to help them achieve the study goal.
According to the result, the researcher has some commendation for further application and study.
Keyword: application problem, teaching strategy
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