由數學擬題探討國小高年級學童語文應用能力之現況
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(5) Abstract This study targeted Grade 5 students of elementary school in Changhua County. The research is based on literature review of problem posing and categorization, then through action research to design a viable math problem posing activity. Content analysis is used to analyze the works done by students, and used to discuss the application in character, phrase and punctuation. The result were as followed: 1. Problem posing in mathematics is a feasible teaching strategy for higher graders in elementary school. 2. Problem posing in mathematics is able to detect the problems of language in students. 3. The errors in problem posing by students are identified as: A. Character type error i. High percentage of variant character error. ii. Unfamiliar characters replaced by Chinese phonetic symbols. iii. Character errors including redundant or lacking of strokes, and simplied Chinese. B. terms i. serious phenomenon of redundant expressions ii. Lacking of substitution concept, unable to avoid repetition iii. Imprecise usage of terms iv. Unskillful conjunction usage v. Misuse of classifier C. Sentences i. Serious sematic error ii. Mix use of Mandarin and Taiwanese iii. Punctuation errors iv. Use period in a question sentence v. Omission of proper noun mark vi. Redundant punctuation D. Recommendable problem posing by students i. Variety of subjects ii. Valuable content E. Math problem posing teaching procedures and principles i. Teaching procedure IV.
(6) Steps as guideline for teaching: (1) Understand the mathematical concepts in the unit used; (2) Instruct problem teaching principles (3) Provide examples from the textbook as a guideline (4) Students imitate the problem posing (5) Sharing and discussion between teacher and students ii. Principles of implementation (1) Teachers should familiarize teaching procedures. (2) Teachers should provide suitable materials and examples. (3) Teachers should encourage students on a timely manner. (4) Teachers should be able to correct errors committed by students. Lastly, the above results are to used as recommendation to teachers, decision making parties and future studies.. Keywords: language ability, mathematics problem posing, error type. V.
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(158) 1.. 饋.. 3.. 148.
(159) S1. 149.
(160) S饋. 150.
(161) S3. 151.
(162) S鑫. 152.
(163) S5. 153.
(164) S6. 154.
(165) S歩. 155.
(166) S8. 156.
(167) S9. 157.
(168) S11. 158.
(169) S1饋. 159.
(170) S13. 160.
(171) S1鑫. 161.
(172) S15. 162.
(173) S16. 163.
(174) S1歩. 164.
(175) S18. 165.
(176) S19. 166.
(177) S饋0. 167.
(178) S饋1. 168.
(179) S饋饋. 169.
(180) S饋3. 170.
(181) S饋鑫. 171.
(182) S饋5. 172.
(183) S饋6. 173.
(184) S饋歩. 174.
(185) S饋8. 175.
(186) S饋9. 176.
(187) S30. 177.
(188) S31. 178.
(189) S3饋. 179.
(190) S33. 180.
(191) S3鑫. 181.
(192) S35. 182.
(193) 183.
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