A Study of Developing A Geometry Instructional Module For Grade 1-9 Curriculum Take「S-4-13」Competence Indicators For Example

• Main Authors: Sheng-Ann Wu, 吳勝安
• Other Authors: 張靜嚳
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/44600382660217549767

碩士 === 國立彰化師範大學 === 科學教育研究所 === 93 === The purpose of the study was to investigate and develop a geometry-instructional module for Grade 1-9 Curriculum, which included instructional material, teacher guide, and assessment. One question of the study was expected to induce the developmental model of the 「S-4-13」competence indicators geometry-instructional module, explore the possible difficulties and work out the solution in the pragmatic developmental process. The other was whether or not the instructional module conform to van Hiele geometric thinking level theory？ Several theories, such as RME theory, MiC, APOS theory, MiT instructional module, Van Hiele geometric thinking level theory, PCDC instructional method and Pyramid Assessment were used as theoretical guidance of this study. Developmental research methods were adopted of RME, to guide teaching material designed and develop instructional module. Final, whether or not check instructional module conform to van Hiele geometric thinking level theory. Participator were the junior high school student for Grade 9 of researcher .The data collection included the researcher’s daily record, observation , experts’ comments, peer discussion, competition’ feedback, teaching videos, students’ learning notebook and network feedback information. The findings of the study were that:1. there were three phases in the developmental instructional module: first, develop the module of 「S-4-13」competence indicators Chinese version ; second, develop the module of Mathematics in Taiwan local instructional material; third, develop the module of refined Mathematics in Taiwan instructional module.2. The instructional module conform to van Hiele geometric thinking level theory up to level 0(Visualization)，level 1(Analysis)，level 2(informal deduction) and level 3(Formal deduction). Finally, this study also collected and organized the difficulties and the solutions encountered in the development process.