國中數學科學展覽會辦理現況之研究

本研究旨在以臺灣某縣市為例，探討國民中學數學科展辦理現況與問題。全國科學展覽會至今已辦理57屆，各縣市均鼓勵師生透過校內初選推薦參加縣市科展，而科展的辦理仰賴基層教育人員推動，本研究即以個案研究為架構，透過相關文獻與科展實施計畫，以及訪談學校教育行政人員與數學科教師進行資料分析，以瞭解數學科展於學生學習、教師專業及對社會大眾之推廣的現況、成效與問題。本研究獲致以下結論：個案縣市校內科展未辦理者仍佔多數，私立學校科展辦理成果相對較佳，多數學校參展僅符合最低交件數。指導教師以輪替為主；參展學生依指導教師考量作選定；相關教學研究會成立不足，非同科教師可協助模擬複審；行政人員完善協助有益於教師專注指導；且參展獲獎關係於教師超額比序上的積分。科展辦理成效方面，受訪教師均肯定參展有益於學生課外合作探究，但內容若超乎國中階段知識過多，未融會貫通反而有礙學習；且參展學生原學業表現佳，又科展研究題材課外為主，故學業進步情形不易評估。教師專業發展方面，指導科展有益於知識增長、回顧所學、發現問題新解法及建立指導模式；但科展研究成果常未與教學相關。縣市科學教育推廣方面，教師可於複審交流指導經驗，師生校際觀摩參與較少。民眾對科展實際瞭解不深，承辦學校附近居民較為有感。國中數學科展辦理問題，教師指導需長期投入但常缺乏完整時段，且題材不易找尋。學校在交件壓力下未具辦理校內初審必要性，規模較小者不利參展；作品增加帶來經費壓力；基於交通、時間、課務等考量不易參與觀摩。縣市科展辦理方面，學校承辦全縣科展條件需求較大，其位置與交通因素影響各校參與；當屆成果未能推廣各校；評分細目未明確訂定公開，得獎作品內容過於超乎國中範疇引起疑慮。最後依研究結果對教師指導、學校辦理與教育主管機關提出建議。

關鍵字

數學教育；數學科展

並列摘要

This study aims to a county in Taiwan as an example to explore the status and problems of junior high school mathematics science fair. The National Science Fair has been held 57 sessions so far. All counties and cities encourage teachers and students to participate in the science fair in the counties and cities through the primary election in the school, and Science fair management relies on grassroots education personnel to promote. This study, basing on case studies, conducts data analysis through related literatures and science fair implementation programs, as well as interviews with school education administrators and math teachers to understand the status, effectiveness and problems of mathematics science fair in student learning, teacher specialty, and promotion to the general public. This study reached the following conclusion: In the case counties, the schools not to handle science fair remained the majority, while that of the private schools was relatively good. Most schools only met the minimum number of submissions. Instructors based on rotation; participating students were selected according to the instructor's consideration; under-established relevant teaching and research institutes, teachers of different disciplines may assist in the simulation review; administrative staff’s improved assistance helped teachers to concentrate on their guidance; participation awards were related to the teacher’s points on excess ratio. In respect of the handling effectiveness of the science fair, all the teachers interviewed for this study confirmed to the participation in the fair benefiting students’ cooperation in extra-curricular exploration. However, if the contents are beyond the knowledge level of junior high school, they will not be able to learn but will hinder learning. Originally participated students had good academic performance, and science fair research was subject to extra-curricular theme, so it is difficult to assess the academic progress situation. In the aspect of professional development of teachers, to guide science fair was conducive to the growth of knowledge, reviewing what has been learned, finding new solutions to problems and establishing guidance models. However, the research results of science fair were not always related to teaching. As for the promotion of science education in counties and cities, teachers could review the exchange of guidance and experience; teachers and students had less participation and in inter-school observation; people had little understanding of science fair and residents near the host school feel more. As for the problems regarding mathematics science fair handled by the junior high school, for instructors, science fair required long-term investment, but often lacked full time guidance, and the appropriate topics were not easy to find. In schools, under the pressure of submission, it was not necessary for school to handle the first review, and the smaller schools were unfavorable for exhibiting. The increase in the number of works brought pressure on the expenditure. Based on traffic, time, class affairs and other considerations, teachers and students were not easy to participate in inter-school observation. As for the science fair handled in cities and counties, it required more conditions for schools to handle county science that the geographical location and traffic factors influenced the participation of schools. The current results failed to effectively reach teachers and students in all schools; scoring details were not clearly defined and opened, and winning content was too much beyond the junior high school category to cause doubts. Finally, it provided advice based on the results of the study to instructors, school management and education authorities.