利用活動理論分析台灣泰雅族國中生的數學學習並設計教學活動

The Analysis of the Learning of Taiwanese Tayal Junior High School Students and the Design of Teaching Activities Utilizing Activity Theory

黃志賢(Chih-Hsien Huang) ； 林福來(Fou-Lai Lin)

《科學教育學刊》 16卷2期 (2008/04) Pp. 147-169

https://doi.org/10.6173/CJSE.2008.1602.02

摘要

本文從文化的角度，以活動理論為理論架構，目的在分析影響台灣泰雅族國中生數學學習的文化因素，及據此進一步設計教學活動，以使其能參與數學教學／學習活動。研究方法採紮根理論，研究對象為北部一所原住民中小學的30位泰雅族國中生。研究結果發現：從文化的角度來看，泰雅文化的「言說表徵系統」與漢文化的「文字表徵系統」之間的張力，導致泰雅學生不易進行數學表徵的轉換；泰雅學生「整體觀及意義賦予」的思考方式與教材或教學方式所呈現的「部分觀」所形成的張力，不利於泰雅學生理解數學概念；泰雅文化的「開放式對談模式」與數學教室的「封閉式對談模式」所形成的張力，減低了泰雅學生溝通數學知識的機會。從教學實踐來看，從教學／學習系統的張力及活動層次著手，確能讓泰雅學生主動參與數學學習活動。在理論架構方面，本研究根據社會文化取向與活動理論所發展的教室活動的分析架構及教學活動的設計架構，確能將泰雅學生的數學學習置於文化脈絡之中，以此系統網絡當做分析的透鏡，也確能濾出泰雅學生在其文化背景下，影響數學學習的因素。

關鍵字

文化表徵 ； 活動理論 ； 紮根理論 ； 數學教學設計 ； 數學學習張力

並列摘要

From a cultural perspective, this research utilized activity theory as the theoretical framework to analyze the influences of cultural factors for Taiwan Tayal junior high school student's study in mathematics. This research also aimed to design teaching activities in light of the findings. The research methodology adopted a grounded theory approach, and the research subjects were 30 Tayal students from aborigines' primary and junior high schools at north. The result revealed that 1) From the cultural point of view, the tension between Tayal culture's ”speech-based representation system” and Chinese culture's ”character-based representation system” cause Tayal students difficulties carry out the transformation of representations. 2) Tension formed between Tayal students' ”wholeness and conferring of meaning” thinking framework, and ”partialness” presented in teaching material and teaching activities, is unfavorable for their understanding of mathematical concepts. 3) Tension is formed between Tayal culture's ”open ended discussion” style and ”close ended discussion” style in mathematics class, which lowered the opportunity for Tayal students to communicate mathematical knowledge. In the teaching practice perspective, Tayal students can be more actively involved in mathematics learning activities when the tension between teaching/studying systems is considered. As for the theoretical structure, the analysis structure of classroom activity and the design of teaching activities developed from a social-cultural orientation and activity theory, can indeed improve Tayal students' mathematical learning into the cultural stream. Analysis through this systematic network, can reveal the factors influencing Tayal students' learning of mathematics under their cultural background.

並列關鍵字

Cultural Representation ； Activity Theory ； Grounded Theory ； Mathematics Teaching Designing ； Tension of Mathematics Learning

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