本研究之目的在探討「問題本位學習」(Problem-Based Learning, PBL) 教學模式對國中二年級學生數學學習態度與數學學習策略之影響,並根據研究結果提出建議與改進方針,作為其他科學教育學者之參考。本研究採取準實驗研究法,以桃園縣某國中二年級的四個班級為研究對象,分成實驗組(52 人)與對照組(49 人)分別實施 PBL 與一般教學。本研究為期八週,每週五堂課共40堂課,教學前、後並以「數學學習態度量表」與「數學學習策略量表」針對兩組學生進行評測。 本研究經以描述統計、單因子共變數分析的結果得知接受 PBL 教學與接受一般教學的學生在數學學習態度有顯著差異。實驗組與對照組學生在數學學習態度量表後測的平均得分呈顯著的差異,即 PBL 教學模式對學生在數學學習態度方面有正向的影響。此外接受 PBL 教學與接受一般教學的學生在數學學習策略有顯著差異。實驗組與對照組學生在數學學習策略量表後測的平均得分呈顯著的差異,即 PBL 教學模式對學生在數學學習策略方面有正向的影響。 本研究經由對數學 PBL 學習單元的晤談結果得知,大部分的學習者表示喜歡 PBL 的學習方式,但研究發現在小組成員的參與度以及分組方式上仍需教師多加留意其分組成員及其參與情形。
The purpose of this study is to explore the effectiveness of Problem-Based Learning (PBL) on the mathematics learning attitudes and mathematics learning strategies of eighth graders. Four classes of eighth –grade students from one junior high school in Taoyuan County were selected to be the research sample, which were divided into the experimental group (n=52) and the control group (n=49). PBL was used to be instruction model for the experimental group while the control group received regular lecture instruction. The teaching lasted 8 weeks and 40 class sessions were included. Two research instruments – Scale of Mathematics Learning Attitudes, and Scale of Mathematics Learning Strategies, were employed before and after teaching for two groups of students. The results from the descriptive statistics and one-way ANCOVA showed that, there is significant difference between experimental and control group at the grades of Scale of Mathematics Learning Attitudes, there is significant difference between experimental and control group at the grades of Scale of Mathematics Learning Strategies. According to the interviews about the teaching model and learning unit, most learners express good feelings on PBL teaching model. Furthermore, according to research findings, the facilitator has to think about the group members’ participating and group dividing carefully.