運用學思達教學法於國中八年級數學教學之行動研究

本研究旨在探討運用學思達教學法於國中八年級數學教學對學生學習影響。台灣的十二年國民基本教育課程綱要已於108學年度正式上路，其中以核心素養為發展主軸，是指一個人為了適應現在生活及面對未來挑戰所應具備的知識、能力與態度。但在調查報告中卻見，針對國中生的學習力大調查顯示，超過五成的國中生認為自己學習動機不強烈。因此，研究者希望藉由學思達教學法提升學生學習動機，並讓學生擁有自學、思考、表達能力，成為一位有能力解決及面對未來事物的人。本研究方法採用半結構式訪談、教師教學觀察與省思札記、觀察法進行分析。歸納本研究結果如下：一、運用學思達教學法對學生學習動機影響，原先學習動機高之學生，其學習動機維持；原先學習動機低落學生，其學習動機無明顯提升。二、運用學思達教學法對學生自學力影響，原先自學力佳之學生，其自學力維持；原先自學力中下學生，其自學力明顯成長。三、運用學思達教學法對學生思考力影響，原先思考力佳之學生，其思考面向及靈活度更高；原先思考力較薄弱之學生，其思考力明顯成長。四、運用學思達教學法對學生表達力影響，原先表達力佳之學生，其表達力維持；原先表達力較薄弱之學生，其表達力無明顯成長。最後透過研究結果與討論提出建議，供相關研究者做為參考。

關鍵字

學思達教學法；數學教學；學習表現

並列摘要

The purpose of this study is to explore the impact of the use of the Xuesida Teaching Method on students' learning in the eighth grade mathematics teaching in middle schools. Taiwan's Twelve-Year National Basic Education Curriculum Outline has been officially launched in the 108 academic year. Among them, core literacy is the main axis of development, which refers to the knowledge that a person should have in order to adapt to current life and face future challenges, competencies and attitudes. However, in the survey report, it was found that according to the Learning Ability Survey conducted by Parent-Child World for middle school students, more than 50% of middle school students believe that their motivation to study is not strong. Therefore, the researchers hope to improve student’s learning motivation through the teaching method of using Xuesida, and have the ability of self-learning, thinking and expression, and become a person who is able to solve and face the future. This research method adopts semi-structured interviews, teacher’s reflection on teaching and observation notes for analysis. The results of this study are summarized as follows: First, the influence of using the Xuesida teaching method on students' learning motivation, the students with high learning motivation before, their learning motivation maintenance; the students with low learning motivation before, their learning motivation has no obvious improvement. Second, the influence of using the Xuesida teaching method on students' self-learning ability. Students with good self-learning ability can maintain their self-learning ability; students with middle or lower self-learning ability can obviously grow their self-learning ability. Third, the impact of using the Xuesida teaching method on students' thinking ability. Students with good thinking ability have higher thinking orientation and flexibility; students with weak thinking ability have significantly improved thinking ability. Forth, the use of the Xuesida teaching method has an impact on students' expressiveness. Students with good expressiveness maintain their expressiveness; students with weaker expressiveness have no significant growth in their expressiveness. Finally, suggestions are put forward through the research results and discussions for the reference of relevant researchers.