國中數學素養題補救教學之研究

本研究以「國中數學素養題補救教學之研究」為題，旨在探討藉由閱讀理解補教教學可否幫助低成就學生，成功解答數學素養題型。研究者整合數種閱讀理解策略後，透過理解題意、澄清概念、簡化問題、引導假設、反思歷程，幫助低成就學生正確解題。教學過程中主要透過練習教學法，使學生在安排的情境或教師的監督下，練習、表現和應用已解說示範的技能或程序。主要研究步驟為：蒐集學生的解題迷思→澄清題意→教師示範→學生模仿→試題練習→評量結果。研究結果發現透過這樣的教學策略，就算是低成就的學生也能有效在短期內掌握正確的解題策略，除少數學生因計算錯誤而有所失誤之外，大多數學生在演練中皆能成功地仿效解題過程算出正確的答案。但由於研究題型有限，多數低成就的學生對於自己未練習過的題型仍有理解上的困難。

關鍵字

閱讀理解；補教教學；學習扶助；數學素養

並列摘要

This study aims at remedial teaching of mathematics literacy problems for low-achieving students. The content of mathematics literacy questions is based on the Comprehensive Assessment Program for Junior High School Students. The researcher try to help low-achievement students to solve problems by understanding the meaning of the questions, clarifying concepts, simplifying problems, guiding assumptions, and reflecting on the process. The main research steps are: collecting errors, explaining problems, demonstrating answers, students answering, and evaluating the results. The study found that through such teaching strategies, even low-achieving students can effectively master the correct answers in a short period of time. Except for a small number of students who make calculation errors, most students can successfully complete the exercise and calculate the correct answer according to the demonstration process. However, due to limited research problems, most low-achievement students still have difficulty understanding problems that they have not yet practiced.