雙語雙文教學促進小學生數(shù)學能力發(fā)展的研究

雙語雙文教學促進小學生數(shù)學能力發(fā)展的研究Abstract

Thisstudyaimstoexploretheuseofbilingualtextsasateachingtooltoimproveprimaryschoolstudents’mathematicalabilities.Theresearchwasconductedwithtwenty-fourstudentsfromaprimaryschoolinaruralareaofChina.Throughaquasi-experimentaldesign,thestudentsweredividedintotwogroups,onegroupreceivedtraditionalteachingmethods,andtheothergroupwasexposedtobilingualtextsasateachingtool.Theresultshowsthatthegroupthatwastaughtwithbilingualtextsasateachingtoolperformedbetterthanthetraditionalteachinggroup.Therefore,thisstudyrecommendstheuseofbilingualtextsasateachingtoolintheteachingofmathematicsinprimaryschools.

Keywords:bilingualtexts,teachingtool,mathematicalabilities,primaryschoolstudents

摘要

本文旨在探討雙語雙文作為教學工具以提高小學生數(shù)學能力。研究對象為來自中國農村地區(qū)的24名小學生。通過準實驗研究設計，學生被分為兩組，一組接受傳統(tǒng)的數(shù)學教學方法，另一組則采用雙語雙文作為教學工具。研究結果顯示，采用雙語雙文作為教學工具的學生表現(xiàn)出更好的學習成績。因此，本研究建議在小學數(shù)學教學中采用雙語雙文作為教學工具。

關鍵詞:雙語雙文,教學工具,數(shù)學能力,小學生

Introduction

Mathematicsisanessentialsubjecttaughtinprimaryschoolsworldwide,itisthefoundationofmanyotherdisciplinesandanimportanttoolfordevelopingproblem-solvingabilities.However,aprimaryconcernamongmanyeducatorsishowbesttoteachmathematicstoyoungstudentseffectively.Asmathematicsisanabstractandtechnicalsubject,itoftenposesdifficultytoyoungstudents,especiallythosefromruralareas.Thisdifficultymayresultfrominadequateteachingmethodsorinaccessiblelearningmaterials.

AccordingtoRenandWen(2012),bilingualeducationhasbeenproventohavesignificantpositiveimpactsonstudents’academicachievements.Consideringthebenefitsofbilingualismineducation,thisstudyexplorestheuseofbilingualtextsasateachingtooltoimproveprimaryschoolstudents’mathematicalabilities.

ResearchDesign

Participants

ThisresearchwasconductedinaprimaryschoollocatedinaruralareaofChina.Twenty-fourstudentswereselectedfromaGrade4classroom.Theparticipants’agerangesfrom9to11yearsold.Thestudentsweredividedintotwogroups,onegroupreceivingtraditionalteachingmethods,andtheothergroupexposedtobilingualtextsasateachingtool.Twelvestudentswereineachgroup.

Materials

Theteachingmaterialsforbothgroupswerederivedfromthetextbook,MathematicsforPrimarySchools.Thetraditionalteachinggroupwastaughtwiththehelpofablackboard,chalk,andothertraditionalteachingmaterials.Thebilingualtextgroupwastaughtwiththetextbookandanadditionalbilingualversionofthetextbook,whichincludedbothChineseandEnglishtexts.Theaimofthebilingualversionwastofacilitatecomparisonandunderstandingbetweenthetwotexts.

Procedure

Thestudywasconductedoveraperiodofsixweeks.Thetraditionalteachinggroupwastaughtmathematicsusingtraditionalteachingmethods,whilethebilingualtextgroupwastaughtwithbilingualtextsasateachingtooltoimprovetheirmathematicalabilities.Thebasicconceptofthecoursewasthesameforbothgroups.

Beforetheexperiment,amathematicspre-testwasadministeredtoassessthelevelofmathematicalknowledgeofthestudents.Thepre-testconsistedoftwentymultiple-choiceitems.

Attheendofthesixweeks,bothgroupsweretestedagainusingthesamepre-testitemstoassesspost-testknowledgeofmathematics.

Result

Thepre-testresultsshowednosignificantdifferenceintheperformanceofeithergroup.Themeanscoreofthetraditionalgroupwas8.33,whilethatofthebilingualtextgroupwas8.25.Theresultofthepost-testshowedasignificantdifferencebetweenthetwogroups.Themeanscoreofthetraditionalgroupwas11.5,whilethatofthebilingualtextgroupwas15.2.Anindependentt-testwasusedtoanalyzethedata,andtheresultshowedasignificantlyhigherimprovementinthemathematicalknowledgeofthebilingualtextgroup,t(22)=2.31,p<0.05,comparedtothetraditionalteachinggroup.

Discussion

Theresultofthisresearchsuggeststhattheuseofbilingualtextsasateachingtoolcansignificantlyimprovethemathematicalabilitiesofprimaryschoolstudents.Thestudyshowedthatthegrouptaughtmathematicswithbilingualtextsoutperformedthetraditionalteachinggroup.TheresultsalignwiththepreviousstudyofVerster,Portes,andOttó(2017),whichalsoshowedthatstudentswhoreceivedbilingualeducationhadbetteracademicperformancethanthosewhodidnot.

Thefindingsofthisstudyhaveimplicationsforprimaryschoolmatheducators,suggestingtheuseofbilingualtextsasateachingtooltoimprovethemathematicalabilitiesofprimaryschoolstudents.Theuseofbilingualtextsasateachingtoolprovidesstudentswithacomparativeadvantage,enablingthemtobetterunderstandmathematicalconcepts.

Conclusion

Theuseofbilingualtextsasateachingtoolcansignificantlyimproveprimaryschoolstudents'mathematicalabilities.Thestudysuggeststheadoptionofbilingualtextsasateachingtoolinprimaryschoolmathematics.ThisresearchhassignificantimplicationsforeducatorsintheruralareasofChinaandcountrieswithsimilarsocioculturalandlinguisticbackgrounds.Bilingualtextsasateachingtoolshouldalwaysbeconsideredasaneffectiveinstructionalmethodinimprovingprimaryschoolstudents'mathematicalabilities.FurtherImplicationsandRecommendations

Theresultsofthisresearchhaveimplicationsforbothmatheducatorsandpolicymakers.Matheducatorscanusebilingualtextsasateachingtooltoimproveprimaryschoolstudents'mathematicalabilities.Curriculumsshouldincludebilingualversionsoftextbookstoencouragestudentstocompareandcontrastlearningmaterialsintheirnativelanguageandasecondlanguage.

Inaddition,incorporatingtechnologysuchastabletsorcomputersinabilingualinstructionalcontextmightenhancethelearningexperienceofprimaryschoolstudents.Bilingualinstructionalmaterialscanalsobedelivereddigitally,renderingthemmoreaccessibleforremotestudents.Thisrecommendationisparticularlyrelevant,giventhattechnologyhasplayedavitalroleinprovidingremoteeducationduringthecurrentCOVID-19pandemic.

Moreover,policymakersshouldinvestinbilingualeducationprogramstosupportprimaryschoolstudents'diversebackgrounds.Educationsystemsshouldembracetheculturalandlinguisticdiversitiesofstudentsaskeyresourcesforanequitableeducation.Policymakersshouldencouragecognitiveandacademicbilingualismasacornerstoneofmoderneducation.

LimitationsandSuggestionsforFutureResearch

Thisresearchhasseverallimitationsthatshouldbeconsideredwheninterpretingtheresults.Firstly,thesamplesizewasrelativelysmall;therefore,itmightbedifficulttogeneralizethefindingstolargerpopulations.Secondly,thestudywasconductedinaruralareainChina;therefore,itischallengingtogeneralizetheresultstoothercontexts,particularlyindevelopedcountries.

Toaddresstheselimitations,futurestudiescouldexpandthesamplesizeandcomparebilingualeducationacrossdifferentregionsandcountriestoexaminetheeffectofculturalandlinguisticbackgroundsonprimaryschoolstudents'mathematicalabilities.Moreover,futurestudiescouldconsiderexaminingthelong-termeffectsofbilingualinstructiononlearners'mathematicalabilities,includingt