兒童數學繪本之開發與試用

Development and Trial of Children's Picture Books on Mathematics

10.6384/CIQ.202101_24(1).0008

黃家緯(Jia-Wei Huang)；楊德清(Der-Ching Yang)

小學四年級 ； 開發歷程 ； 數學繪本 ； development process ； fourth grader ； mathematical picture books

課程與教學

24卷1期（2021 / 01 / 01）

201 - 234

繁體中文

本研究之主要目的在探究研究者自行開發之兩套數學繪本的歷程與實際試用於國小四年級數學課室之適切性。採質性研究法，邀請14位國小四年級學生與三位國小在職教師參與本研究，以探究繪本之開發歷程，以及實施數學繪本於小學四年級課室之適切性。本研究之兒童數學繪本的開發歷程經過三個階段進行，亦即首先選擇欲開發年級之單元與著手撰寫故事文本、其次藉由在職教師與數學教育專家之建議進行內文之修改、以及最後將修改後之故事文本轉換成圖文並茂之繪本。接著試用期間，透過與在職教師之訪談、學生的回饋以及研究者本身的教學反思，來探討數學繪本試用於小學四年級數學課室的現況；研究發現所開發之數學繪本適用於國小四年級課室。

The purpose of this study was to develop two sets of mathematics picture books and try them out practically in the classroom to investigate whether the materials developed are suitable for the 4th graders. A qualitative method has been applied in this study. There are 14 4th-graders and three in-service teachers who joined the study voluntarily. The development process of the books has gone through three stages: (1) selecting lesson units and writing the story texts related to them; (2) modifying the texts after the suggestions being given by other in-service teachers and educators of mathematics; and (3) integrating pictures into the revised texts to become the final versions of the picture books. After this, based on the interviews with the in-service teachers, feedbacks from the students, and the reflections of the researchers' journals, how the newly completed mathematics picture books used in the fourth-grader's classrooms was explored. The findings conclude that these new mathematics picture books are applicable to the fourth-grade classroom.

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