高中數學科素養導向教學與實作評量的實施對學生學習動機與學習策略影響之行動研究

本研究旨在分析以實作評量作為評量方式融入高中數學科的課程中對學生學習動機與學習策略產生的影響，並探討在實施課程時，教師遇到的困難與解決方法。本研究對象為新北市一所公立高中一年級數學重修班學生15人，課程為期五周，每周3堂課，共15堂課。本研究採行動研究之方式，在課程教學活動進行前進行學習動機量表之前測；教學活動進行時則蒐集課堂影片觀察紀錄、學習回饋單、學生實作評量成果、教學省思札記、協同討論紀錄及學生個人訪談紀錄；並於課程結束後進行學習動機量表的後測。前後測分數採量化分析來比較前後測的差異；其餘質性資料，則使用三角檢證法分析。研究結果呈現學生在實施實作評量融入教學的課程後，學習動機有所提升；在數學學習策略上，能嘗試以代入條件方式找尋問題的規律、使用圖表理解問題與轉換表徵、以學習工具輔助學習、和同儕一起學習及反思自己的數學學習狀態；而對於教師教學的發現，包括設計課程時的共備與共議能提升課程品質、從事實作評量課程設計需考量時間與空間的因素及學生的能力、學生主動學習投入的神情教師有所鼓舞、實作評量課程的實施經驗能幫助教師從中成長等。最後，研究者針對研究結果提出建議，包括實作評量課程設計方向、學校對課程發展應提供的支持、未來研究方向及本研究之研究限制等，供教師及其他研究者參考。

關鍵字

實作評量；學習動機；數學學習策略

並列摘要

The purpose of this study is to analyze the influences of the performance assessment as a method of assessment embedded in mathematic curriculum of high school on students' learning motivation and learning strategies, and to explore the challenges and solutions encountered by the teacher in implementing the curriculum. The study uses as its participants 15 students who retook the previously failed freshman math course in a public high school in New Taipei City. The course lasted for five weeks and was 3 hours a week. Pintrich and De Groots’ Motivated Strategies for Learning Questionnaire(1990) is conducted as pre-test and post-test for data gathering. Methods for data gathering in this study also include during-class videotaping, worksheets, student feedbacks, pedagogical reflections, observant-teachers feedback, and interviews on participants. Data from the pre-test and post-test are analyzed by Paired Sample t-test; other qualitative data are analyzed by triangulation. The results indicate students’ motivation for learning improves. In terms of learning strategies, they become able to discover the rules of the questions by substitute numbers into the formulas, use charts and symbols, utilize learning tools, learn with peers, and reflect on their own learning. As for pedagogical discoveries, it is found in this study that the discussions and co-planning of the curriculum design enhance the pedagogical quality, the involvement of students encourages the teacher, and the implementation of performance assessment helps develop teachers profession. Based on the findings of the study, the researcher also presents suggestions, including the dimension for the design of performance assessment curriculum, the possible supports from the school, research question for further probing and the limits of the study.