高中二年級數學科補救教學成效之前驅研究

本研究時程為期5週。實驗組為同班的17名學生，根據上一學期數學學期成績未達同儕水準的原則遴選，實驗組除了由原班教師進行該校選用的全華版教材外，另外再由研究者施以補救教學教材共15小時，本教材之特色在於融入專家系統與決策樹的概念，引導學生建立並利用決策樹的特性組織應用其自我數學知識資料庫。並以該校第一次段考作為本研究之總結性評量。接受本數學補救教學模式的實驗組學生有12人(70.59%)已趕上同儕數學能力，4人(23.53%)已拉近同儕數學能力，但有1人(5.88%)卻稍微退步。結果顯示本補救教學模式確實能使學生在數學成就上有所進步，且在短時間內即可使大部分的學生接近或回到同儕的數學水準。

關鍵字

高中數學；數學低成就；補救教學；專家系統

並列摘要

The duration of this study is five weeks. 17 students from the same class form the experimental group, selected out according to the selection principle of the previous semester mathematics performance to decide the ones who are below peer standard. In addition to using textbook of Chuanhwa edition chosen by their original math teacher, the experimental group accepts make-up teaching from the researchers for 15 hours. The feature of the teaching material lies in blending into it the concept of expert system and strategy tree, as well as guiding the students to construct and utilize the characteristic structures of strategy tree so as to apply students' self-constructed database of mathematics knowledge. The testing items of the first period exam are used as the terminal evaluation of this study. 12 students (70.59%) who participated in this study catch up with the mathematics skills of their peer students; 4 students (23.53%) approach with the mathematics skills of their peer students. But a student (5.88%) who participated in this study actually slightly to regress. The result showed that this study can enable the student truly to improve mathematics achievement, and students of the experimental group see their visible progress, approaching or keeping up with the mathematics skills of their peer students.