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Underachievement Class and PCDC
|Issue Date: ||2012-11-22T07:38:56Z
|Abstract: ||傳統教學之下，國中低學習成就學生的數學學習常常沒有發生，因為數學概念抽象，抽象的概念愈講愈抽象，這些學生常常聽不懂，學不來而放棄學習。本研究於一班國二低學習成就班的數學課進行一年期符合社會建構主義和 NCTM標準理念的雙環教學，即，讓學生從解題和對談中學習數學。結果發現若干傳統教學沈痾，在雙環教學之下，漸獲解套。許多原本放棄學習的學生慢慢恢復學習興趣。連教師也產生了教學的樂趣。|
The purpose of this study was to investigate the effects of PCDC instruction on an eighth-grade underachievement class. The PCDC instruction model was compatible with the social constructivist view of the genesis of mathematics knowledge, and recent recommendations of the NCTM in Standards. One class was conducted using PCDC through problem solving in small groups by discoursing, and sharing their experiences and ideas with others. The PCDC teacher kept track of her teaching by analyzing tasks, guidance, classroom environment, and analysis to improve her teaching. One year later the findings indicated that several traditionally unsolvable teaching problems were resolved; students' achievement, interests, understandings were improved.
|Relation: ||科學教育學刊, 7(3): 199-216|
|Appears in Collections:||[科學教育研究所] 期刊論文|
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