多元文化探究教學模組實施國小學生數理成就及文化學習之行動研究

本研究採行動研究法，以國小三年級一班23位學生為研究對象，設計原住民傳說結合數理概念之多元文化探究教學模組，探究對學生的數理成就及文化學習的改變情形。教學團隊進行每週4節課、共7週的教學模組，蒐集數理成就測驗、文化學習量表、課堂對話、教學省思日誌及師生教學回饋之質量化資料，進行分析。結果顯示學生接受此教學模組，在數理成就、族群認同及文化欣賞，有顯著進步。教學團隊的專業成長分別為肯定原住民文化可成為數理教學的資源、探究教學須包含發明與發現的歷程；以及多元文化教學，可兼顧族群認同和文化欣賞。

關鍵字

行動研究；文化學習；探究教學；數理成就；多元文化教育

並列摘要

Action research was applied to this study. The subjects were one third grade class of an elementary school, totaling 23 students. The multicultural education that integrated an inquiry teaching model that incorporates indigenous legends with mathematics and science concepts was designed to explore the students' mathematics and science achievements and cultural learning. The teaching team implemented the teaching model in 4 class sessions per week for a total of 7 weeks. The qualitative and quantitative data were collected from mathematics and science achievement tests, culture learning scale, class dialogues, teaching reflection journals, and teaching feedback of teachers and students. The results showed that the mathematics and science achievement, ethnic identity, and cultural appreciation of the students significantly improved. The professional growth of the teaching team included: confirming that indigenous culture can serve as a teaching resource in mathematics and science subjects, verifying that inquiring teaching should include the processes of both invention and discovery, and discovering that multicultural teaching should include both ethnic identity and cultural appreciation.