| Summary: | 碩士 === 國立台北師範學院 === 數理教育研究所 === 92 === Abstract
The purpose of this study is to investigate the practice and its effect of the diagnostic teaching of triangle concept for the fourth graders, by employing the pre-and-post tests of singular experimental teaching in Quasi-Experimental Approach. The subjects of this study are thirty pupils of Kuai-le Elementary School at Bei-tou district in Taipei city. The results of the pre-test, post-test, and delay test for students, video tapings of teaching, working sheets, the interviews both of pre-test and post-test, as well as the teaching reflections are used to collect data.
The patterns of diagnostic teaching in this study are formed according to the following steps. First, such activities as modeling, drawing pictures, classification, comparison, and examinations are used to investigate the possible misconceptions of the pupils. Then, the questioning-and-answering method serves as a way to diagnose the misconceptions of the pupils. Discrepant-event, opposite, practical measuring, and logical reasoning errors all contribute to create cognitive conflicts for the pupils. And finally, the building of new conceptions, the supply of strategies, and the use of analogy teaching serve as a way to correct the pupils’ original recognitions. By so doing, the teaching purpose of concept change will be achieved. The main findings of this study are as follows:
I. This study diagnoses twenty-two misconceptions of triangle in a class of thirty fourth-graders.
II. In clarifying the misconceptions of triangle for the fourth graders, the diagnostic teaching experiment can result in immediate and good effects as well as good effects of concept preservation.
III. In clarifying the misconceptions of triangle for boys and girls respectively, the diagnostic teaching experiment can result in immediate and good effects as well as good effects of concept preservation.
IV. In clarifying the misconceptions of triangle for boys and girls respectively, the diagnostic teaching experiment can result in the same teaching effects as well as the same effects of concept preservation.
V. The reason for the formation of triangle misconception for the fourth graders can be prototype, semantic, and the theory of the intuitive rules.
VI. In the process of diagnostic teaching, whether the teaching of cognitive conflicts can lead to the pupils’ cognitive imbalance will surely influence the building of new concept in the diagnostic teaching.
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