問題本位學習教學模式在七年級學生數學學習之行動研究

An Action Research of the Problem-Based Learning Teaching Model on the Mathematics Learning of Seventh-Grade Students

宋佳苓(Chia-Ling Sung)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900930

摘要

本研究目的是探討問題本位學習教學模式對七年級學生數學學習之影響。研究方法採行動研究。研究對象為國中七年級學生，採常態編班，共計32位學生。教學內容為國中七年級上學期部分數學課程。本研究包含量化與質性的分析方式，利用「數學學習態度問卷」與「小組討論學習評量表」來了解問題本位學習教學前後，對學生數學學習態度之影響，亦使用「教師日誌」、「學生學習心得」、「學生晤談記錄」、「學習單」等，經過三角校正，分析歸納形成研究主張。

經過三次問題本位學習教學後，研究者發現實施PBL教學模式時，應注意學生的口語表達能力與數學程度及討論秩序。教學過程中發現「增添小組遊戲活動的PBL教學模式」效果優於「部分採PBL教學模式」；而「部分採PBL教學模式」效果優於「全程採PBL教學模式」。研究結果說明，PBL教學模式對七年級學生的數學學習態度有正面的影響。本研究將數學學習態度分為「數學的自我概念」、「主動學習數學」、「學習數學的過程」、「數學的實用性」與「數學焦慮」五個層面。

「數學學習態度問卷」前後測結果顯示全班學生在此五個層面的得分上均達顯著差異性。對高中低分組學生而言透過PBL教學，高分組學生口語表達能力有進步，易生學習數學焦慮；中分組學生理解能力提升，更主動學習數學；低分組學生學習數學的焦慮明顯降低，且學習動機增加。最後，以本研究結果對未來欲從事與本研究相關議題之研究者與現職教師，提供PBL教學與未來研究方向之具體建議。

關鍵字

數學學習態度 ； 問題本位學習教學模式 ； 數學領域

並列摘要

This study uses action research to explore the problem-based learning teaching model to the influence of the mathematical learning to seventh grade students. There are thirty-two students in normal class grouping in the study. Teaching content is about some mathematics curriculum in seventh grade last semester. The study employs the analysis of the quantitative and qualitative by using the "mathematical learning attitude questionnaire" and "a panel discussion scale study" to understand the impact of learning attitude before and after the experiment. The study also adopts “Teacher's Log”, "student learning experiences," "students recorded interview," "single-study” through the triangular correction to induct the analysis of research into the formation of ideas.

After three problem-based learning teaching, the researcher found teachers should pay more attention to the oral communicative competence 、mathematical abilities and discussion order of the students in implementing PBL teaching mode. In the teaching process, adding sub-game activities of PBL teaching mode is superior to adopting part of PBL teaching mode. However, using the whole PBL teaching mode is inferior to adopting part of PBL teaching mode. The results showed PBL teaching mode has a positive impact on mathematical learning attitude. The study divided mathematical learning attitude into five dimensions, including "self-concept of mathematics", "Active Learning of Mathematics", "the process of learning mathematics", "practical mathematics" and "math anxiety".

The results in "Mathematics learning attitude questionnaire" before and after the test showed students’ scores in these dimensions have significant differences. PBL teaching mode for high-score group can make progress in the ability of oral expression, but students are prone to mathematics anxiety. The middle-score group enhances the understanding and more active learning. The low-score group reduces their mathematics anxiety and increase learning motivation. Finally, the results of the study provide specific recommendations about PBL teaching mode for the future to engage with the research topics related to the researchers and teachers.

並列關鍵字

Mathematics ； Attitude ； Problem-based learning teaching model ； PBLTM ； Mathematical learning attitude

參考文獻

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