個案教師的教學表徵對學生成就的影響─以三年級整數除法為例

• Main Author: 楊璧如
• Other Authors: 李源順
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/36167323624020349053

碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位在職進修專班 === 99 === According to the NAEP math ability’s conceptual understanding, procedural knowledge and problem-solving knowledge to explore the case study on influence of the teacher's instructions representation on a third grade integer division student achievement. This study adopted one of qualitative research methods, which was a case study to directly observe a teacher’s on-site teaching skill for a complete session . Using pre and post written tests as assessment tools for students, to understand the students’ learning progress. In addition, selecting students who answered questions incorrectly as respondents to conduct interviews. The results described as follow: （A）Conceptual understanding：1. With teacher's instruction and student understanding: Translation of real-world situations into written symbols- discrete quantity（inclusion division、halved division）。Translation of real-world situations into static pictures- discrete quantity and inclusion division。Translation of division formula into multiplication、subtraction formula。Translation of static pictures into written symbols。2. With teacher's instructions but student not understanding: Translation of real-world situations into static pictures- discrete quantity and halved division。Translation of static pictures into real-world situations、translation of written symbols into real-world situations。Translation of multiplication、subtraction formula into division formula。 3. Without teacher's instructions but student understanding: Translation of real-world situations into static pictures- continuous quantity and inclusion division。Translation of real-world situations into written symbols- continuous quantity（inclusion division、halved division）。Translation of written symbols into static pictures。4. Without teacher's instructions and student not understanding: Translation of real-world situations into static pictures- continuous quantity and halved division。 （B）Procedural knowledge：1. With teacher's instruction and student understanding: Written symbols- translation of division row into division straight。 （C）Problem-solving knowledge：1. With teacher's instructions but student not understanding: Translation of real-world situations into written symbols- division application。2. Without teacher's instructions but student understanding: Translation of real-world situations into written symbols- multiply comparison typeΙ。3. Without teacher's instructions and student not understanding: Translation of real-world situations into written symbols- multiply comparison typeΠ、final assessment problems。