國中生九年一貫課程數學學習困擾

A Study of Junior High School Students’ Learning Disturbances of Mathematics Toward the Implementation of Grade 1-9 Curriculum

林世倡(shih-chang lin)

指導教授 ： 張嘉育

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2005年)

https://doi.org/10.6841/NTUT.2005.00022

摘要

本研究旨在瞭解國中生九年一貫課程數學學習困擾之現況，並探討不同背景變項國中生在數學學習困擾的差異情形。本研究以93學年度台灣地區（含金門、馬祖及澎湖）之公、私立國民中學一至三年級學生為母群體，選取1,615位國中生為調查對象，並以文獻探討結果、參考相關量表編製成「國中生九年一貫課程數學學習困擾量表」為研究工具，進行問卷調查研究。調查所得的資料以SPSS10.0版的電腦統計套裝軟體，進行描述性統計之平均數及標準差、獨立樣本t檢定和單因子變異數分析等統計方法處理。歸納本研究之研究發現，結論如下：一、國中生九年一貫課程之數學學習困擾為中等程度，成因以「學校因素」為主要困擾來源，表徵以「容易分心」為主要外顯行為。二、國中生九年一貫課程數學學習困擾因性別、年級等不同個人背景變項而有顯著差異。三、國中生九年一貫課程數學學習困擾因學校屬性及家長教育程度不同而有差異，不因學校所在地及家長職業而有差異。最後，根據研究果提出建議，以作為解決國中生數學學習困擾，提昇學習成效之依據。一、對數學教師的建議：1.重視學生數學學習困擾問題，並加以輔導；2.培養學生良好的數學學習習慣及方法3.教師應採用多元的教學方式及開放的管教模式。二、對學校的建議：1.擺脫升學主義束縛，回歸數學教育本質；2.選擇適於學生學習的數學內容；3.多元適切的評量。三、對教育行政機關的建議：1.鼓勵學校發展有特色的課程；2.規劃數學領域教師的研習，提昇數學教師教學能力。四、對後續研究的建議：兼採量化及質性的研究。

關鍵字

國中生 ； 九年一貫 ； 數學學習困擾

並列摘要

The purpose of this study were to investigate the learning disturbances of mathe- matics toward the implementation of grade 1-9 curriculum for junior high school students in Taiwan, and to explore the differences of them between students’ backdrounds. Based on literature analysis, the study took questionnaire, named “the scale of the learning disturbances of mathematics toward the implementation of grade 1-9 curriculum for junior high school students”, as main reasearch methods. 1,615 students from junior high schools, in the year 2004, had been chosen as samples of this study. The quantitative data obtained were analyzed by the computer program SPSS for windows 10.0. The result was analyzed as the descriptive statistics（Mean and Standard Deviation）, independent samples t-test, and the one-way ANOVA. The conclusions were as follows. 1. The learning disturbances of mathematics toward the implementation of grade 1-9 curriculum for junior high school students was middle standard. And the school element was the main source of learning disturbances of mathematics, concentration difficulties was the main explicit behavior. 2. The learning disturbances of mathematics were significant differences in gender and grades. 3. The learning disturbances of mathematics were significant differences in the school attributes and parents’ educational degree,expect for the school locations and parents’ vocation. Finally, based on the results of this study, some suggestions were offered. 1. For mathe- matics teachers: （1）emphasize the learning disturbances of mathematics of students,（2）develop the positive learning habits and methods of students toward mathematics,（3）change teaching method and adjust the attitude and method of displine. 2. For manager of junior high schools:（1）break away from entering higher schools and return the essence of education of mathematics,（2）plan the proper learning materials of mathematics,（3）promote multiple examinations. 3. For educational authorities:（1）encourage schools to develop school-based curriculum, （2）plan programs for mathematics teachers to promoting their teaching ability. For future research: use both qualitative and quantitative methods.

並列關鍵字

grade 1-9 curriculum ； junior high school students ； learning disturbances of mathematics

參考文獻

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