| 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) === 101 === The purpose of this study was to discuss the application of Chapman four stages of inquiry teaching in mathematics classroom for fifth graders. The study took the action research, and made self-reflection and behavior circle to enhance mathematical teaching and improve students’ ability of discussion. The subjects of study were 29 fifth graders from researcher’s class. The teaching unit is the measure of area and volume. The research had implemented for four month and was divided into two stages. A collection of data including videotapes of instruction, group videos, observation records of friends, interviews, record sheets, reflection journals were analyzed and expected to increase the utility in the study.
The results are shown as follows:
The curriculum design: Teachers should understand Chapman four stages of inquiry teaching in depth as well as grasp important conception of unit teaching and design teaching activities. Therefore, teacher can use inquiry teaching to help students clarify their misconceptions by themselves.
The practices and difficulties: It is helpful that analysis all possible difficulties which may be encountered during teaching inquiry. As for students’ inquiry teaching, it can be conducted in single or in group just depends on the content of inquiry and the ability of students. Nevertheless, there may be some differences between teaching plans due to students’ performances and reactions. The teaching activities would perform successfully based on two facets, one is students’ learning are grasped well by teacher, the other is students are interested in inquiring teaching. A good class management is the key to succeed in inquiry teaching. Once the students were highly interested in inquiry teaching, they would be more self-disciplined.
The influences on teachers: The degree of faith of inquiry teaching depending on the results of inquiry teaching. Inquiry teaching accelerates teachers’ new recognition of teaching materials and transfers teachers’ teaching from teaching center to student center.
The influences on students: Inquiry teaching can improve students’ ability of discussion.
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