數學課室內五人異質小組之互動分析   免費試閱

A n alysis of Interaction Within a Heterogeneous Group in a Mathematics Classroom

本研究針對國民小學四年級數學課室內的一組五人異質小組進行互動探究，以教室錄影及課後晤談錄影的方式蒐集資料。研究發現：一、為回應教師「小組討論」指令所引發的組內互動，包括形成三個分立的小單位、先各自解題後形成三單位，以及投票表決，三類互動皆以給出答案為目標，缺乏對內容的溝通；影響小組互動之因素包括組員之個人特質、友伴關係、學業地位關係，以及教師提供的白板數量與教學任務型態等。二、組員間自發的兩兩互動功能多為指正，指正者多僅指出答案的錯誤，未進一步說明理由，被指正者多未請求對方解釋，僅是接受暗示或自行評估後修正；影響兩兩自發互動之因素包括互動雙方之個人特質，以及好朋友關係。最後，針對教師教學、師資培育及未來研究方向提出相關建議。

This study explored group interaction within a heterogeneous group consisting of 5 members in a fourth grade elementary school mathematics classroom. Data were collected through video recording during class and interviews conducted after class. The following results were obtained in this study: (1) Three types of interactions occur in response to the teacher's instruction to engage in "group discussion": First, 3 independent units are formed; second, each member works alone then followed by the formation of three units; and, finally, members vote for the answer to the question provided. These types are all solution-oriented interactions and lack communication regarding the contents of the problem. Several factors that may affect student interactions are the personalities of group members, interpersonal relationships, competitive academic relationships, the quantity of white boards, and the type of teaching task. (2) Spontaneous interaction between 2 members is typically related to answer correction. For example, one student may indicate an incorrect answer without providing a reason, and the other student corrects the answer by accepting the suggestion without requesting any explanation, or by self-reevaluation. Factors that may affect this type of interaction are the personalities of the students and the level of friendship between the 2 students. Several suggestions are made regarding the teacher's instructions, teacher development, and aspects requiring further study.