國中數學素養題融入PISA思維元素之研究

本論文是以國中數學素養導向試題融入PISA思維元素探討為主，以素養導向為出發點，利用PISA思維的概念設計試題，對九年級學生進行施測，以了解學生對於素養導向試題作答之困難點與迷思點，進而引導學生解決素養導向試題。十二年國民基本教育課程綱要主要以核心素養為發展的主軸來實施，除了基本能力與學科知識，更強調學習帶著走的能力，培養終身學習的人才。國際上的國際學生能力評量計劃(PISA)，它的概念與十二年國民基本教育課程綱要相當吻合，另外，實行多年的國中教育會考的素養導向試題占比有提高的趨勢，而數學素養導向試題通常被學生與家長形容成生活化試題，但常常會為了融入生活情境有過多的描述，且無關作答，在筆試測驗時，學生必須花更多的時間閱讀題目，甚至無法理解解題關鍵，導致答對率降低。本研究中，將國中三年所學數學課程之試題，嘗試將生活情境融入，但減少多餘的描述，設計出素養導向試題，對即將參加國中教育會考的九年級學生進行施測，發現學生更能得心應手的作答，對數學學習成就較低落的學生也更願意花時間做答，且提高了學生間互相討論分享的意願，期盼素養導向能提供學生更有效的學習，教師也能以核心素養為目標達到有效的教學。

關鍵字

十二年國民基本教育；核心素養；國際學生能力評量計劃；數學素養導向試題

並列摘要

This dissertation focuses on exploring the integration of PISA thinking elements into middle school mathematics literacy-oriented test questions, taking literacy-oriented as the starting point, using the concept of PISA thinking to design test questions, and administering tests to ninth grade students to understand the difficulties of students in answering literacy-oriented test questions And myths, and then guide students to solve literacy-oriented test questions. The 12-year basic education syllabus is mainly implemented with core literacy as the main axis of development. In addition to basic abilities and subject knowledge, it also emphasizes the ability to learn and carry, and cultivate talents for lifelong learning. Programme for International Student Assessment (PISA), its concept is quite consistent with the 12-year basic education syllabus. In addition, the proportion of literacy-oriented test questions in the national high school education examinations that have been implemented for many years has a tendency to increase, while mathematics literacy Orientation test questions are usually described by students and parents as life-oriented test questions, but they often have too many descriptions in order to integrate into life situations and are not relevant to answering. In the written test, students must spend more time reading the questions, even unable to understand the key to the problem. This leads to a decrease in the answer rate. In this study, the test questions of the mathematics courses learned in the third year of junior high school are tried to integrate life situations, but the redundant description is reduced, and literacy-oriented test questions are designed. The test is conducted on the ninth grade students who will take the junior high school education examination. It is found that the students are more Students with low mathematics learning achievement are more willing to take the time to answer, and the willingness of students to discuss and share with each other is improved. It is hoped that the literacy orientation can provide students with more effective learning, and teachers can also take the core Accomplishment is the goal to achieve effective teaching.