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首页> 外文会议>International Technology, Education and Development Conference >(1852.pdf) THE DEVELOPMENT OF INSTRUCTIONAL MODEL BY INTEGRATING PROBLEM-BASED LEARNING AND COLLABORATIVE LEARNING APPROACH TO ENHANCE MATHEMATICAL PROBLEM SOLVING, COMMUNICATION AND CONNECTION ABILITIES
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(1852.pdf) THE DEVELOPMENT OF INSTRUCTIONAL MODEL BY INTEGRATING PROBLEM-BASED LEARNING AND COLLABORATIVE LEARNING APPROACH TO ENHANCE MATHEMATICAL PROBLEM SOLVING, COMMUNICATION AND CONNECTION ABILITIES

机译：（1852.PDF）通过整合基于问题的学习和协作学习方法来提高数学问题，通信和连接能力来发展教学模式的发展

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From researches and experiments conducted by various organizations, it is found that the majority of Thai students do not succeed in studying mathematics, in particular in the areas of content and thinking processes. This is consistent with the result of problematic survey in the real context. The problems of mathematics learning can be concluded in three areas as follows:- 1) Problem solving abilities: the majority of students cannot effectively understand and analyze mathematics problems due to the lack of knowledge and skill in figuring out appropriate solutions to solve the problems. Therefore, they cannot calculate to find a correct answer or cannot reversely analyze an answer back to a problem. 2) Mathematics Communication abilities: the majority of students cannot write or present by using appropriate language, mathematics symbols, and counting pictures. In addition, they cannot translate meaning to effective communicate their thoughts and opinions, as well as exchange the information and knowledge on mathematics with others. 3) Mathematics Connection abilities: The majority of students cannot link their existed knowledge into mathematics content, as well as cannot link mathematics content into other subject areas and every life This research has 2 key objectives which are (1) to develop instructional model by integrating problem-based learning approach and collaborative learning approach to enhance mathematical problem solving, communication, and connection abilities of sixth grade students, and (2) to study the outcomes of the above-mentioned instructional model by comparing the pre-learning and post-learning of an experimental group, as well as comparing an experimental group and a control group. The research methodology on the development of instructional model by integrating problem-based learning approach and collaborative learning approach to enhance mathematical problem solving, communication, and connection abilities of sixth grade students includes five implementation steps as follows: - Step 1: Study needs and problem situation; Step 2: Study thoughts, theories, and researches which are related to instructional model development; Step 3: Develop a model, examine a model, and experiment its application; Step 4: Develop research tools and assess its quality; Step 5: Evaluate the quality of the developed instructional model. The research result development of instructional model is 4 steps, including (1) drawing attention by encountering challenging questions, (2) eagerly conducting knowledge searching, (3) collaborating in evaluating knowledge based on group consensus, and (4) applying the developed instructional processes. And the research result will be thoroughly criticized after being experimented with a sample, which is a group of 24 sixth grade students at Taranaram Temple School, Surat-thani province in Southern Thailand.
机译：来自各组织进行的研究和实验，发现大多数泰国学生在学习数学方面没有成功，特别是在内容和思维过程中。这与真实上下文中有问题的调查结果一致。数学学习的问题可以在三个领域结束如下： - 1）问题解决能力：由于缺乏缺乏关于解决问题的适当解决方案来说，大多数学生无法有效地理解和分析数学问题。因此，他们无法计算出找到正确的答案，或者无法反向分析答案返回问题。 2）数学沟通能力：大多数学生无法使用适当的语言，数学符号和计数图片来编写或呈现。此外，他们不能翻译意义，以有效地传达他们的想法和意见，并与他人交换数学信息和知识。 3）数学连接能力：大多数学生无法将其存在的知识链接到数学内容中，也不能将数学内容链接到其他主题领域，并且每一个生命都有2个关键目标，它是通过整合开发教学模式的两个关键目标基于问题的学习方法和协作学习方法，提高六年级学生的数学问题，通信和连接能力，以及（2）通过比较预学和后学习来研究上述教学模型的结果实验组，以及比较实验组和对照组。通过整合基于问题的学习方法和协作学习方法来增强数学问题解决，通信和连接能力的研究方法，六年级学生的连接能力包括五个实施步骤，如下所示： - 第1步：研究需求和问题情况;第2步：与教学模型开发有关的研究思想，理论和研究;第3步：开发模型，检查模型，实验应用;第4步：开发研究工具并评估其质量;第5步：评估发达的教学模型的质量。教学模型的研究结果发展是4步，包括（1）通过遇到具有挑战性的问题，（2）急切地进行知识搜索，（3）在基于集团共识的评估知识协作，（4）应用发达的教学流程。并且研究结果将在尝试样本后彻底批评，这是泰国南部塔拉纳兰寺学校的一组24名六年级学生。

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