| Summary: | 碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 98 === 21st century is the new era of the education theory, under the rapid development of science and technology, new education ideas and new trends have made education theory advanced faster more then ever. In the past, many education researches are problem-solving oriented. They mainly focused on the causal effect relationship of a problem. However, a brand-new education research method-Design-Based Research is introduced in this study.
The study applied the Designed-Based Research (Collins, Joseph, & Bielaczyc, 2004) to discover the process of developing a math teaching notes suitable for the gifted students of third and fourth grades. First, the researcher set up a team inclusive of math experts and experienced teachers. Second, data were collected through problem- oriented teaching process, and teacher’s refelction after class. The study tools included teaching records, teacher’s diary, students’ study list and classroom discussion references, etc.
The study discovered the complexity of teaching notes designs; it not only requires good control of the teaching goals, but also good understanding of the relations between the students’ knowledge level and the teaching materials. Moreover, the design of teaching scenario plays a key role and requires flexible adjustment. The study also revealed that the gifted students encountered same problems in acreage as the general students did, such as unstable understanding in the completeness of cover and the habit of pursuing answers by memorization, e.g. memorizing acreage matrix.
The study results will be developed into teaching notes for enhancing the gifted students’ concept in acreage, present the process of the teaching notes design, and consolidate the design principles and special notes in teaching.
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