螺旋變式數學課程設計：理論與實踐

螺旋變式數學課程設計：理論與實踐

Spiral bianshi curriculum design in mathematics: Theory and practice

• 孫旭花

2007

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
    • GCA 教學目標、課程及評鑑
• G 課程與教學:個別教學範疇
  • GC 數學及統計學
    • GCC 教學方法與效果

Mathematics -- Study and Teaching (Elementary) -- Hong Kong Curriculum Planning -- Hong Kong Education, Elementary -- Curricula -- Hong Kong

• Hong Kong

• 1997.7 onwards

• 小學教育

This study undertakes a new attempt in theory and practice in curriculum design in mathematics, which includes an operational model, its theoretical interpretation and experimentation
The operational model, called Spiral bianshi (literally means variation) Curriculum, is extracted from the use of connecting problem clusters, one of the prominent features in current practice in mathematics instruction in Mainland China, the origin of which can be traced back to the Qingpu experience in Shanghai in the 1980s Such a long history of practice was conceptualized according to the nature of mathematics and mathematics learning The Spiral bianshi Curriculum comprises four components: The inductive bianshi which abstract mathematics notions from realistic situations, the deepening bianshi which lead one to new concepts and rules from already established one, the broadening bianshi which connects various concepts which are already acquired and the applicative bianshi which helps learners applying concepts and rules to more realistic situations
Division of fraction was taken as the topic for experimentation The corresponding bianshi curriculum was designed and experimented in 14 classes in three Primary schools in Hong Kong The other 13 classes in three comparable schools were taken as control group
The students' cognitive learning outcomes and self-efficacy were measured before and after the experimentation by means of a pre-test and a post-test The students' approach to learning and other affective variables were measured too
Significant positive results were obtained by the spiral bianshi curriculum The post-test scores of learning outcomes in the experimental group were significantly higher than those in the control group while all these scores indicated no significant differences in the pre-tests among these two groups The students in the experimental group reflected that they have clearer relevant concepts than their counterparts They also understood deeper the concept of fraction and are more competent to apply the concepts of multiplication and division in the word problems, when compared with those in the control group The mean scores of self-efficacy, engagement, confidence, understanding, interest in the control group is higher than those of the control group but showed no significant differences
Other analyses were also performed and the results further discussed

PhD

Chinese University of Hong Kong

• 中文

博碩士論文

https://bibliography.lib.eduhk.hk/tc/bibs/0cb69fa8

2013-10-24