「數」「素」看—運用素養導向教學設計提升國小五年級學生因數倍數解題能力

Applying literacy-oriented instructional design to enhance the fifth graders' factor multiple problem solving skill at a primary shchool

林月梅(Yueh-Mei Lin)

指導教授 ： 曾聖翔

淡江大學/教育學院/課程與教學研究所碩士班/碩士(2021年)

https://doi.org/10.6846/TKU.2021.00246

摘要

本研究目的在透過準實驗設計探究素養導向教學方案對於新北市某公立國小兩班五年級學童在數學因倍數解題上的學習態度與學習成就是否產生差異，並調查實驗組學童對於此教學方案之滿意度。兩組在15堂的因倍數課程中進行因數、倍數、公因數、公倍數及最大公因數、最小公倍數等概念之理解與應用。實驗組採用素養導向教學方案，以探究任務、設計提問、引導思考討論、建立概念並提供活用知識的機會，讓學習涵蓋知識、能力與態度。對照組則是採行一般傳統講述教學方案，以講解概念、布題練習與檢核測驗為主，精熟知識為目的。兩組學生除了進行態度量表及一般試卷評量前後測之外，另外亦施以符合素養導向教學之評量題型—建構反應題之後測，所得量化資料利用SPSS統計軟體描述統計與獨立t檢定比較兩組之差異。為了真實反映研究歷程，在量化分析之外，研究者輔以學生之課堂討論、學習單、學習日記、半結構訪談與教學手札，進行文件資料之質性分析。研究結果如下：
一、在學習態度面：從態度量表整體分析，實驗組與對照組之表現未達顯著差異。
二、在學習成效面：傳統一般試卷部分，實驗組與對照組在前後測之表現皆有顯著差異，而後測平均值實驗組表現優於對照組；在素養導向之建構反應試題部分，實驗組與對照組之表現具顯著差異。
三、在方案滿意度面：實驗組對於素養導向教學方案之滿意程度達高度滿意，滿分5分，平均值達4.52。
四、在教師反思面：透過質性工具如學習單、學習日記、半結構訪談、課室觀察與教師手札中，發現素養導向教學設計促進學生在學習態度與學習成效皆有正向成長。

關鍵字

素養導向教學 ； 數學素養 ； 因倍數 ； 學習成效 ； 學習態度

並列摘要

The purpose of this research is to explore whether the literacy-oriented teaching plan has any difference in the learning attitude and learning achievement of fifth grade students in two classes of a public elementary school in New Taipei City in solving mathematics problems with multiples through quasi-experimental design, and to investigate the students’ satisfaction with this teaching plan degree. Researchers will understand and solve the concepts of factor, multiple, common factor, common multiple, greatest common factor, least common multiple and other concepts in 15 lessons of factor multiples. The experimental group adopts a literacy-oriented teaching program to explore tasks, design questions, guide thinking and discussion, establish concepts and provide opportunities to apply knowledge, so that learning covers knowledge, abilities and attitudes. The control group adopts the general traditional narration teaching program, which mainly focuses on explaining concepts, preparing exercises, and checking tests, with the purpose of mastering knowledge. Research result:
1. In the aspect of learning attitude: From the overall analysis of the attitude scale, the performance of the experimental group and the control group did not reach a significant difference.
2. In terms of learning effectiveness: In the traditional general test paper, the experimental group and the control group have significant differences in the performance of the pre- and post-test, and the post-test average performance of the experimental group is better than the control group; in the literacy-oriented construction response test questions, the experimental group There is a significant difference in performance from the control group.
3. In terms of program satisfaction: the experimental group is highly satisfied with the literacy-oriented teaching program, with a full score of 5 and an average of 4.52.
4. In teacher reflection: Through qualitative tools such as study sheets, study diaries, semi-structured interviews, classroom observations and teacher handbooks, it is found that literacy-oriented instructional design promotes positive growth of students' learning attitudes and learning effectiveness.

並列關鍵字

Literacy-oriented teaching ； Mathematical literacy ； Factor multiple ； Learning effectiveness ； learning attitude

參考文獻

Boaler, J. (2019)。幫孩子找到自信的成長型數學思維：學好數學不必靠天賦，史丹佛大學實證研究、讓孩子潛力大爆發的關鍵方法。 台北：臉譜。

Borich, G. D. (2014)。and Edition: Effective Teaching Methods: Research-Based Practice, 10thh Ed。 。

Jay McTighe, G. W. (2016)。核心問題：開啟學生理解之門。 ：心理。

McTighe, G. W. J. (2008)。重理解的課程設計。 台北：心理 。

王金國 (2014)。提升學習成效，從培養動機與建立自信著手。 臺灣教育評論月刊, 3(9), 46-47。