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    題名: 數學教室內之班級互動類型研究：一個國小四年級的班級個案
    其他題名: A Study of Class Interactive Patterns at A Mathematics Classroom: A Case Study of A Primary Four Class
    作者: 張淑怡
    關鍵詞: 數學教室;數學教學;師生互動;班級互動類型
    mathematics classroom;mathematics teaching;teacher-student interaction;class interactive pattern
    日期: 2008-12
    上傳時間: 2016-07-07 11:41:00 (UTC+8)
    摘要: 本研究針對一個國小四年級的數學教室個案進行班級互動類型探究。由於將社會互動類型視為社群內之個體一再輪番地在彼此之間實踐的「暗示選擇」行為序列類型，且考慮到同一信號可能基於不同理念而產生相似的選擇行為，故以「教室錄影」及「課後晤談錄影」方式進行資料蒐集；資料分析來源則是32卷錄影帶轉譯和編輯而成的16份原案。研究結果發現：此數學教室個案的班級互動類型主要有兩大類：(一)「猜謎遊戲」教師為「出題者」，學生為「猜謎者」；由於逼近謎底的過程不同，可區分出三子類。(二)「學生寫，老師說」學生為「解題者」及「記錄者」，教師為「代為發表者」；由於學生的寫與老師的說有不同的連接方式，亦可進一步區分出三子類。
    This study explores the class interactive patterns at a primary four mathematics class. This research uses “Video recording at classroom” and “Video interview after class” methods to collect data. The methods are chosen because of the “hint-choice” pattern， which is required for the integrated operation of community by individuals， is repeatedly practiced among people and the choice behavior from individuals， which is triggered by a signal， is similar though may be generated by different ideas. The source of research analysis is based on the sixteen working transcripts， which were transcribed and edited from thirty-two videotapes. This research analysis concludes two types of class interactive pattern at the mathematics classroom: (1)“Guessing game”. The teacher plays as “question giver”， and students play as “shooters”， who continue guessing the right answer. It can be classified into three sub types based on the process how students get the correct answer. (2)“Problem solving by pupils and elaboration by teacher”. Students play as “problem solver” and “recorder”， and the teacher plays as ”representative”. It can also be categorized into 3 sub types based on the process how teacher elaborates after pupils solve problems.
    關聯: 教育與心理研究, 31(4), 23-52
    Journal of Education & Psychology
    資料類型: article
    顯示於類別:[教育與心理研究 TSSCI] 期刊論文

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