| Summary: | 碩士 === 元智大學 === 機械工程學系 === 106 === This research paper is mainly to study the comparison method of the children's curriculum learning and teaching model of the abacus calculation society after ordinary class hour of the Taoyuan City National Primary School.
The first part of this thesis is to teach children to understand the most basic figures and the way of holding the beads, and then from the abacus to form memory in the mind to describe "first learn abacus and then understand the mental arithmetic". Naturally, it can make the good foundation, gradually learn from the difference between the beads, the mental arithmetic difference and the group of the number 5 and the group of 10, and then add the subtraction of the number to the combination of 5 and 10. At the same time, children can enter the specific understanding of the number as soon as possible. It is necessary to use the abacus as an auxiliary teaching material for classroom teaching, and practice the calculation with the test questions provided in each course teaching. The teacher guides each child from the side. If there is doubt or less clear, teachers can provide immediate counseling in order to make the children more concentration in learning to push the accuracy of the problem solution.
The second part of this paper is to study the regional environment and the type of teaching that affects the overall academic differentiation. Therefore, the mode used in teaching the abacus mental arithmetic curriculum will be different. In the new and old teaching mode, there are 4 schools in the new teaching mode, the total number of students is 40, and the passing rate of the mean ± standard deviation is 87.5 ± 16.39%. However, in the old teaching model having 3 schools and total of 42 students, the passing rate of the mean ± standard deviation is 53.3 ± 4.71%. The new teaching style from the data of the implementation of the teaching model of each school is more acceptable and welcome. At the same time, it also enhances the multi-modality of the interactive mode of the curriculum to enhance the relationship between teachers and students. At the same time, the class training, review and explanation, development of the interaction of hands and brains, and use of the intensive two-handed bead mode are all beneficial to the students.
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