不同教學、知識創造管理模式對國中生數學學習成效之影響研究

How Different Teaching and Knowledge-Creating Management Models Affect Students' Math Learning in Junior High

何仕仁(Shih-Jen Ho) ； 黃台珠(Tai-Chu Huang)

《科學教育學刊》 13卷2期 (2005/06) Pp. 217-239

https://doi.org/10.6173/CJSE.2005.1302.05

摘要

本研究旨在探討不同教學、知識創造管理模式之「數學解題策略」－「教室文化與氣氛」構面及「教學知能與知覺」構面在後測、延後測的差異情形，不同測量階段對「數學解題策略」之後設解題的影響情形，「數學解題策略」前測、後測對兩構面後測、延後測的數學學習成效預測情形。為達上述目的，本研究以中部地區三所國民中學、六個國中七年級班級，每班學生人數約30 人左右，共180 人，進行實驗教學，每所學校兩個班級，並以班級為單位，採立意取樣，一班為實驗組，另一班則為控制組，並以研究者自編之「數學解題策略」量表為研究工具，將資料蒐集結果以SPSSWIN進行二因子共變數分析、重複量數分析及多元逐步迴歸分析。本研究結果發現：
（一）不同教學、知識創造管理模式之「數學解題策略」－「教室文化與氣氛」構面及「教學知能與知覺」構面在後測、延後測，皆表現出顯著性差異。
（二）不同教學、知識創造管理模式在不同測量階段對「數學解題策略」之後設解題產生顯著性差異。
（三）不同教學、知識創造管理模式之「數學解題策略」前測、後測對兩構面後測、延後測的數學學習成效，產生顯著性預測效果。

關鍵字

知識創造管理模式 ； 數學解題策略

並列摘要

The purpose of this research is to examine the interaction of the Mathematical problem solving strategy with different teaching and knowledge-creating management models. The researcher examined the differences between post and retention tests in terms of the classroom culture and atmosphere and in terms of teaching intellectual capacity. Also examined were the effects on the tests at different times and on the prediction in mathematical learning efficiency after using the Mathematical problem solving strategy. There were 180 seventh grade students from six classes in three junior high schools in middle Taiwan participating the teaching experiment. Each school provided 2 classes with about 30 students each. The researcher used a class as a unit and assigned them to treatments randomly with one being the experimental group and the other the control group. The researcher implemented the Mathematical problem solving strategy scale model himself, collected the information and conducted a two-way ANCOVA, repeated measures analysis and multiple stepwise regression with SPSSWIN.
The results of combining the Mathematical problem solving strategy with different teaching and knowledge-creating management models shows:
1. Significant differences in posts and retention tests in terms of classroom culture and atmosphere and in terms of teaching intellectual capacity.
2. Significant differences in tests at different times after using the Mathematical problem solving strategy.
3. Significant prediction after using the Mathematical problem solving strategy.

並列關鍵字

Knowledge-creating Management Model ； Mathematical Problem Solving Strategy

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