题名

結合可能發展區與鷹架之教學方案於原住民高職學生數學文字符號概念改變之研究

并列篇名

Combining ZPD and Scaffolding Teaching Strategies on Aboriginal Students' Concept of Literal Symbol

DOI

10.6173/CJSE.2006.1404.05

作者

黃志賢(Chih-Hsien Huang)

关键词

文字符號概念 ; 可能發展區 ; 合作學習 ; 鷹架 ; ZPD ; cooperative learning ; scaffolding

期刊名称

科學教育學刊

卷期/出版年月

14卷4期(2006 / 08 / 01)

页次

467 - 491

内容语文

繁體中文

中文摘要

Vygotsky提出的「可能發展區」概念,強調兒童在成人或有能力的同儕協助之下所展現的潛能,對於教學理論與實務具有重要的啟示。因此,本研究利用「可能發展區」、鷹架教學及原住民學生經驗可及的數學教學素材,發展數學文字符號概念的教學模式,並進行教學實驗。探究在同儕互動與合作學習的環境中,原住民學生的學習歷程及文字符號概念層次的改變。研究對象為42名高職一年級原住民男學生,其中阿美族18人、泰雅族12人、排灣族5人、布農族7人。研究結果發現:(1)不管是異質分組或同質分組,大部分原住民學生在文字符號概念的改變上,均有某種程度的提昇。對原住民學生而言,「可能發展區」內所發生的不僅是協助,更重要的是互動,透過互動,使學生的「可能發展區」得到刺激成長的機會;(2)原住民學生的合作學習過程中歷經「操作期」、「創造意義期」及「制度化期」,其中「創造意義期」在「可能發展區」的動態發展過程中扮演著承先啟後的關鍵角色。在創造意義的過程中,原住民學生的某些學習特性如「安於現狀」,尤需教師的適時介入,方能使學生的文字符號概念得以發展;(3)以「可能發展區」與鷹架教學為本所發展的「佈題-示範-分組討論-發表與辯證-概念獲取」可以做為原住民學生學習數學概念的教學模式。此模式中很重要的是「示範」。對原住民學生而言,「示範」不僅教導如何操作,更是使學生的活動回到學習活動的軌道,開啟思考之門。

英文摘要

Vygotsky emphasized children’s potential development through problem solving under adult guidance or in collaboration with more capable peers, with his zone of proximal development (ZPD) concept. His insight had implications on instructional theory and practice. This research investigates the effect of ZPD and scaffolding, led by social interaction, on aboriginal students' cognitive development of concept learning in a peer interactive and cooperative mathematics classroom. The findings of this research are (1) For aboriginal students, it is not only helps in ZPD, more important, it is social interaction, through social interaction, students' ZPD get and stimulate the chance to grow up. (2) The learning process of aboriginal students go through 'operating period', 'meaning-creating period' and 'institutionalization period', among them 'meaning-creating period' acting the key role who served as a link in the course of dynamic development of the ZPD. (3) The following processes of ”Posing-Demonstration-Group discussion-presentation and argumentation-conceptual ap-propriation” are based on ZPD and scaffolding, can be served as a teaching model for the learning of mathematics for aboriginal students.

主题分类 社會科學 > 教育學
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被引用次数
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  2. 王雅玄(2013)。多元文化科學教育的教學越界與課程轉化。課程與教學,16(3),111-138。
  3. 徐偉民(2019)。原住民文化融入數學課程的發展:以一所實驗小學為例。教育研究集刊,65(4),77-116。
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