本研究以線段圖為教學策略，探討對五年級學生代數文字題學習成效的影響。以高雄市兩班五年級的學生各 30 位為對象，採準實驗研究法，實驗組接受研究者設計的線段圖教學，控制組接受一般策略教學，進行二週共 8 節課的教學後，透過自編之前測、後測以及延後測，來檢驗線段圖教學對學生代數文字題學習的影響。結果發現，實驗組學生在後測與延後測的表現上，明顯高於控制組學生，顯示線段圖對國小五年級學生代數文字題具有良好的學習與保留成效；其中，又以中數學成就學生的學習與保留成效最為顯著。

The Line-Diagram (LD) was used as teaching strategy to investigate the impact on 5th grade students’ learning performance of algebraic word problems. Quasi-experimental method was adopted and 60 students from two classes participated in this study, one class assigned as experimental group with LD teaching, and the other control group with traditional teaching. After 8-lesson instruction in two weeks, mathematical cognitive test, designed by researchers, was used to exam the influence of LD on students’ learning performance. The results indicated that in the experimental group, students’ performance were significantly better than the control group on the post-test and extended-test. Moreover, the middle-achievement students showed more obvious progress on learning. They tried to understand the relationship among numbers by drawing line-diagram, which helped them to solve the problem successfully. For the control group, it was easy for students to use key-words and functional reciprocal strategy to solve the problem in the post-test, partly because their memory was still fresh enough. However, it became difficult for them in the extended test.

代數文字題、線段圖教學、學習表現

algebra word problems, line-diagram instruction, learning performance