問題中心教學在國中發展之經過、效果及可行性之探討

本文報告作者與兩位國中在職教師合作，在數學課發展「問題中心」教學之經過、實施效果，並討論其可行性。兩班國二學生，分別是常態班和後段班，在兩所學校，參與兩個不同的一年期之研究計畫。本研究中的教學，基本上，是符合數學知識發生是社會建構的理念，和最近美國NCTM在其課程與教學標準（1989，1991）中的主張。結果顯示，兩班實驗學生在學習興趣和段考成績皆有明顯的進步，教室氣氛從沈悶中活轉過來；實驗教師和實驗班的學生對問題中心教學，在態度上亦有非常明顯的轉變，由開始的懷疑和排斥，逐漸轉變成後來的肯定、接受、和喜愛。文末，亦對「問題中心」教學在台灣推廣實施的可能問題加以討論。

關鍵字

社會建構主義；問題中心；數學教學

並列摘要

This article summaries the experiences of two project teachers attempt to implement problem-centered instruction in junior high mathematics classes. Two eighth-grade classes, average and below average students, in two schools participated in two different one-year projects in which instruction was generally compatible with social constructivism in the genesis of mathematical knowledge, and the recent recommendations of NCTM Standards (1989, 1991). The findings indicated that students' mathematics achievement and mathematics attitudes were improved. The climates of the class rooms came alive. The project teachers and students' attitudes toward the problem-centered instruction changed dramatically from negative to positive. Finally, the practicality of implementing problem-centered teaching strategies in Taiwan is discussed.