國中補校數學探究式教學對學生學習態度與學習成效之行動研究

The Influence on The Junior High Cram School Student’s Mathematics Learning Attitude and Learning Achievements under Inquiry-based Instruction

李雯馨(Wen-Hsin Lee)

指導教授 ： 蔡秀美

國立中正大學/教育學院/成人及繼續教育學系/碩士(2012年)

摘要

摘要
本研究旨在以行動研究方式，探討國中補校數學探究式教學對學生學習態度與學習成效之影響。研究者以自己任教國中補校一年級班級作為研究對象，人數是16人。本研究以質量並重的方式分析資料，質性資料包括教學錄影、晤談錄音、教師反思日誌、探究學習歷程扎記、學習單、探究教學感受問卷。量化資料數學數學態度量表、數學成就測驗、小組合作學習評鑑表、探究教學感受回饋問卷。
研究結果發現：
一、對國中補校一年級學生實施「數學科探究式教學」的教學模式是可行的。
二、國中補校一年級學生接受「數學科探究式教學」後，「數學學習態度」呈正向表現。此種教學模式有助於增加學習數學的興趣，促進學習態度
的提升，刺激數學思考，提升主動探究的能力增進與同儕的互動，促進團隊合作提升解決日常生活問題的能力和能減輕數學學習的焦慮和增
進膽量和信心
三、國中補校一年級學生接受「數學科探究式教學」後，提升「數學學習成效」。
依據研究結論，提出改善建議如下：
一、對教師的建議:
(一)了解成人學生學習的特質，巧妙應用教學方法，靈活調整教學方式
(二)自編生活化教材，妥善規劃課程，加強理論與工作實務需求的聯繫，強調立即應用
(三)善用小組合作學習的方式，發揮團隊合作的精神
(四)視學生數學程度，適宜調整探究題目的難易度
(五)需掌控教學時間，否則易淪為課室閒談
(六)鼓勵教師參與研習或在職進修，加強專業知識和教學專業知能。
二、未來研究建議
(一)研究對象方面:可將研究對象擴展至補校二、三年級學生
(二)研究時間方面:可延長探究教學的時間
(三)研究方法方面:採實驗研究，來比較接受探究式教學和傳統講述式教學學生在教學態度與教學成效的差異。
(四)研究變項方面:爾後的研究者可以在國中補校進行探究教學，研究對補校學生的學習信念、數學素養、學習動機和後設認知能力是否亦
有影響。

關鍵詞：國中補校，探究式教學，數學學習態度量表，數學學習成效

關鍵字

數學學習成效 ； 數學學習態度量表 ； 探究式教學 ； 國中補校

並列摘要

Abstract
In terms of action research, the research was to study the influence of the junior high cram school student’s Mathematics Learning attitude and learning achievements under Inquiry-based Instruction. The participants were 16 first-year students of the junior high cram school. The data collection consists of qualitative and quantitative data. The qualitative data include classroom observation videos, the recording of interviews, the teacher’s introspectively daily teaching record, students’ learning sheets and the feedback sheets. The quantitative data include the analyses of Math Learning Attitude Profile, Mathematical Achievement Test, self assessment of students’ small group cooperative learning and Student’s Feedback to Teaching Model Questionnaires.
The Research Findings are as follows:
A. The model of the Inquiry-Teaching method is acceptable to the first-year students of the junior high cram
school.
B. After accepting the Inquiry-Teaching method, the first-year students of the junior high cram school take
positive learning attitude toward math. The teaching model helps students arise their interests in learning
math, increase the knowledge of math, stimulate their thinking, improve cooperation and communication, solve
daily problems, appease mathematics learning anxiety and increase confidence in learning mathematics.
C. After accepting the Inquiry-Teaching method, the first-year students’ learning achievements are increased.
According to the findings of this study, the researcher offers some suggestions.
A.Suggestions for teachers
1.Understanding the qualities of adult students’ learning and adjusting teaching methods.
2.Editing everyday instructional materials and planning class schedules suitably.
3.Making good use of cooperative learning to enhance cooperative spirits of a team.
4.Adjusting the degree of questions in terms of students’ levels.
5.Controlling the time of teaching in order not to become classroom chatting.
6.Encouraging teachers to participate in seminars or in-office further education.
B.Suggestions for future studies
1.Subjects of research:
Expanding subjects to the second-year and the third-year cram school students
2.Subjects of time:
Extend teaching time
3.Research methods:
Using experimental method to compare the differences between the students who are accepted inquiry-based
teaching with those accepted traditional instructional teaching.
4.Variables of research:
Doing research on the influence of students’ learning belief, math accomplishments, learning motives and meta- cognitive abilities under the implementation of inquiry-based instruction in junior high cram school.

Key words: junior high cram school; inquiry-based instruction; Math Learning
Attitude Profile; learning achievements of mathematics

並列關鍵字

Math learning attitude profile ； learning achievements of mathematics ； inquiry-based instruction ； junior high cram school

參考文獻

林青蓉、洪志成(1998)。成人識字教育中數學教材的編纂。課程與教學季刊，1(1)，99-121。

侯世光，黃進和(2004)。成人科技教育之課程內涵與實施。生活科技教育月刊37(8)，15-26。

王雅玲(2008)。實施探究教學對學生的數學焦慮與解題歷程的影響。國立彰化師範大學科學教育研究所碩士論文，未出版，彰化縣。

張靜嚳(1995)。何謂建構主義?建構與教學。國立彰化師範大學科學教育研究所科學教育中心，3。

彭玉慧(2009)。臺北縣國小補校新住民學生學習適應與就讀國中補校學習需求之調查研究。國立臺灣師範大學社會教育學系在職進修碩士論文，未出版，台北市。