建構教學對輕度智能障礙學生數概念應用成效之研究

The Effects of Constructivist Teaching on the Application of Numerical Concepts for Students with Mild Mental Retardation

10.6768/JSE.200109.0049

林怡君(I-Chun Lin)；鈕文英(Wern-Ing Niew)

特殊教育學報

15期（2001 / 09 / 01）

49 - 83

繁體中文

本研究旨在探討建構教學對輕度障礙學生，在數概念應用的表現及對學習態度的影響，採單一受試研究法撤回實驗設計，結合評量、觀察和訪談，以收集量和質的資料。研究對象是四名國小四~六年級的輕度智能障礙學生，針對這四名個案進行為時五週共計26節的建構教學課程，教材內容是一百以內的購物情境問題。研究結果歸納如下： 1.建構教學對四位個案在購物情境的數概念應用，其整體表現、題意理解、計算能力、算式紀錄具有立即效果及保留效果。 2.四位個案的理解形式從需藉助具體物，進展到可直接從抽象的文字來理解題意；運算的模式從起始數或內嵌數概念，進化到合成巢狀數的概念。 3.建構教學對四位個案在學習歷程的表現有正面的影響，如透過討論、說明或引導的過程，可以發現及糾正錯誤，並可自然引發算式的紀錄，或是發展出新的解題方法。 4.建構教學對四位個案的數學學習態度有正面的影響，學習態度變得較積極，對自己的解題能力也較有自信；透過師生互動、同儕合作學習、意見分享和討論的過程，可以激發個案學習上的潛能。

The goals of the research were to investigate the effects of constructivist teaching on the application of numerical concepts and the attitude towards learning mathematics for students with mild mental retardation. This research adopted the withdrawal design of single subject research design. It also combined observation and interviews to collect quantitative and qualitative information. The subjects were four students with mild mental retardation, who were in the fourth to sixth grade of elementary school. This research covered a five-week constructivist teaching courses (26 sessions), focusing on problem solving in purchasing situations under $100. The conclusions of the research were as follows: 1. Constructivist teaching had immediate and long-term effects on the application of numerical concepts and the capacity of comprehending computing and recording in solving the problems of purchasing situations for these four subjects. 2. The mode of comprehension evolved from the needs for concrete representations to being able to comprehend the problems from abstract ideas. The mode of computing evolved from sequential or progressive unit operations to disembedding operations. 3. Constructivist teaching had positive effects on the problem solving performance for these four subjects. For example, they could find and correct the mistakes by means of discussion, explanation and suitable directions. They could determine the record of computing without teaching and creat new methods of problem solving. 4. Constructivist teaching had positive effects on the attitude towards learning mathematics for these four subjects. They were more confident in problem solving and their learning attitudes were more active than before. The reciprocation that included direction from the teacher, learning from other classmates, the discussion of opinions and mutual learning stimulated their potential for learning.