作者：教學科-組別1

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　　桌遊教學一直是很熱門的話題，透過桌遊融入教學，提升學生的學習趣味度與學習動機，更能達到教育意義的層次。學校老師們一直對桌遊教學感到興趣，特別邀請翰林業務來學校舉辦桌遊研習，透過數學桌遊的研習，帶領著老師們一同研究桌遊的樂趣，大家一同學習如何將桌遊帶入數學教學中，讓教學與學習能更加趣味。

 

 

　　此次研習所教學的數學桌遊是「阿拉丁神燈尋寶遊戲」，主要應用於四年級的概數教學上，透過桌遊遊戲的過程練習如何取概數，進行無條件進位、無條件捨去、四捨五入的教學。不只是單純趣味性，桌遊加入了針對學生的教學性的輔助，從開頭帶入的閱讀遊戲故事的引導，讓學生能進入故事情境；課本中的自我練習習題，讓學生能對取概數概念先進行練習與複習的活動，概念了解後，再進入桌遊遊戲中進行概念統整與應用。

　　桌遊以類似大富翁的方式進行，規則淺顯易懂，透過是否能回答正確的概數答案，進行前進或停留原地，運用在實際教學上，學生能很快地了解遊戲規則及內容，不太需要擔心花費太多時間在解釋規則，即能進入遊戲中的競爭與趣味性，享受遊戲的樂趣。從故事遊戲引導、概數題目練習到實際操作桌遊遊戲，讓老師教學上具有教學連貫性，因有進行概念概念的再次複習，學生在進入遊戲後能對數學概念及遊戲更融入其中，對數學能力較差的學生一開始可能對遊戲中的題目較不熟練，透過一次次遊戲的操作與討論，更能熟悉取概數的方式，班上的孩子們都玩得非常得盡興。在遊戲進行熟悉後，學生們下課能自己操作，許多孩子也會慢慢發揮自己的創意，修改遊戲的規則讓遊戲更有趣、更刺激，身為老師非常樂見學生這樣的舉動，透過桌遊不僅能享受遊戲的樂趣，還能從中學習數學概念。

　　玩是孩子的天性，在教學上透過桌遊當作教學的統整活動，讓「學習得易，教學得意」，遊戲中的交流與互動更能凝聚師生間的情感，更可當成班級經營的一大利器，無形中讓那些對數學感到害怕的學生，也能夠過遊戲增加對數學的學習動機，讓桌遊成為學生的學習動力以及老師的教學助力！

 

　

 

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