本研究是探討九年級學生在複習七年級數學課程時,以討論式教學方式進行的成效。研究過程中,首先將七年級數學課程分成七個單元,然後進行複習課程的設計,每週利用三堂課的時間,複習一個單元,以行動研究的方法,進行為期七周的教學研究。各單元的實施過程分為三個階段,分別是:單元觀念的複習、小組討論以及各組報告。資料蒐集包括學生訪談及問卷調查,作為分析討論式教學實施成效之依據。 本研究發現: 一、討論式教學對學生的課業學習很有幫助。 二、討論式教學可幫助學生養成思考習慣。 三、討論式教學可提升學生表達的能力。 四、討論式教學有助於班級讀書風氣的提升。 討論式教學並不是每節課或整節課都在討論,可以視學生學習情況與授課內容彈性實施。在課程複習或檢討題目時,不妨加入一些討論活動,對學生數學概念的學習很有助益。
This study is supposed to be applied by teachers to probe into what discussion-oriented teaching approach will achieve when the 9th graders review the courses which they had learned during the 1st school year. All the courses are framed into 7 separate units. Students have to manage to spend 3 periods weekly on only one unit and subsequently practice the 7-week program. 3 steps are to be practiced through each weekly phase: reproduction of theme unit conception, group discussion, and then presentation. Based on deducing interviews with students as well as inducing the outcomes of questionnaires are accordingly 4 conclusions about the implementation of discussion-oriented teaching approach: 1.It improves academic results. 2.It develops habits of logical thinking. 3.It strengthens ability in oral expression. 4.It increases collective learning willingness. Nevertheless, according to how students interact in class and what the content is about, teachers are free to flexibly decide on how long to follow the approach through every single period. Whether students are reviewing courses or working on questions, interactive discussion will surely upgrade their level in learning mathematics.