教育學報



利用學習軌道理論進行國小柱體與錐體概念教學之行動研究

2019.第47卷第1期(Vol. 47 No. 1).pp. 135–160
 

利用學習軌道理論進行國小柱體與錐體概念教學之行動研究

Action Research on the Application of Learning Trajectory Theory to the Concept Teaching of Cylinders and Cones

陳嘉皇(Chia-Huang CHEN)

摘要

本研究針對台灣現行兩版本的國小數學教科書,分析探討當中柱體與錐體的相關單元內容;利用學習軌道設計課程,編製教學活動進行教學實驗,檢視兩位不同學習層次學生的學習情形及其解題表現,了解學生在學習歷程中的解題策略及可能的迷思概念;透過教師課後的省思日誌進行教學檢討,以提升教學效能,幫助學生建立完整具系統性的柱體與錐體概念,期望在解決這類題目時有更完備的思維,擁有正確解題的能力。

關鍵詞:學習軌道;柱體與錐體;教科書;課程

Abstract

This study focused on two sets of primary mathematics textbooks in Taiwan, analyzing the unit contents about cylinders and cones. It used learning trajectories to design curriculum and arrange teaching activities for teaching experiments, examining the learning performances of two students at different levels of learning. The study aimed to understand the problem-solving strategies of the students and their myths, if any, in the learning process through the reflective diary of the teacher, for improving teaching effectiveness as well as helping students build a complete and systematic conception of cylinders and cones. Students are expected to have complete thinking in solving such problems, and have the ability to correctly solve mathematical problems.

Keywords: learning trajectories; cylinders and cones; textbook; curriculum