高中職數學教師教學風格與學生學習態度之研究

A Study on the Mathematics Teachers' Teaching Style and Students' Learning Attitude in Senior High Schools and Vocational High Schools

鄭美蘭(Mei-Lan Cheng)

指導教授 ： 曾淑惠

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2008年)

摘要

本研究旨在瞭解高中職數學教師的教學風格類型之分布情形，其次，分析不同背景變項高中職數學教師教學風格類型之差異情形，爾後，比較不同背景變項高中職學生數學學習態度之差異情形，最後探討不同教學風格類型教師對其學生數學學習態度之差異情形。
本研究採用問卷調查法，以2007學年度322所高中職學校為研究範圍，以學校規模為依據，採分層比例隨機抽樣方式，選取345位教師及3,873位學生為調查對象。透過描述性統計、卡方考驗、獨立樣本t考驗及單因子變異數分析等統計方法分析後，本研究獲致以下六項結論：
一、高中職數學教師教學風格類型，在整體分布情形以折衷型居多，其次為學生中心型，最後為教師中心型。
二、不同背景變項與教師教學風格類型間均無顯著差異。
三、高中職學生傾向具有負向數學學習態度。
四、公立學校學生、高中學生、數學成績較高的學生數學學習態度表現較為正向。
五、學生中心型教師所教授的學生數學學習態度較教師中心型教師所教授的學生表現正向。
六、女性教師、資深教師、高學歷教師、本科系畢業教師所教授的學生數學學習態度較為正向。
根據文獻探討及研究結論，本研究提出三點建議，以供參考。

關鍵字

高中職 ； 教學風格 ； 數學學習態度

並列摘要

The study tried to analyze mathematics teachers' teaching styles and students' learning attitudes in senior high schools and vocational high schools, and proposed suggestions for senior high schools and vocational high schools. This study aimed to understand the backgrounds of mathematics teachers in senior high schools and vocational high schools and to categorize their preferred teaching styles. The study was also designed to find out if there was any significant difference in teaching styles which were due to different individual backgrounds. Then, students' learning attitudes was mentioned into discussion.
First, the related literature was reviewed to determine a framework for the study. Two questionnaires were used for mathematics teachers and students in senior high schools and vocational high schools. To fulfill the research purpose, questionnaire survey was used. Data were collected from the students and the teachers of 322 senior high schools and vocational high schools, through a self-developed questionnaire which were Scale of Mathematics Teachers' Teaching Style and Scale of Student' Mathematics Learning Attitudes.
345 teachers and 3,873 students were adopted. Sample means, standard deviation, χ2-test, t-test, and one-way ANOVA were used, and the major findings are as the follows:
1. Most of the mathematics teachers in senior high schools and vocational high schools favored the compromised style of the teaching styles. The second is “learner-centered” and the third is “teacher-centered “.
2. There were no significant differences in teachers' teaching styles which come from the different background teachers.
3. The students' mathematics learning attitudes were passive.
4. The students of public school, students of senior high schools, and students with better academic achievements hold more active mathematics learning attitudes than the other students. However, students' gender and grade have no significant effect on mathematics learning attitudes.
5. The mathematics learning attitudes were indicated positive for the students whose teachers were learner-centered.
6. The mathematics learning attitudes were indicated positive for the students whose teachers are female, experienced teachers, teachers with better education backgrounds, and teachers who majored in mathematics.

並列關鍵字

senior high schools and vocational high schools ； teaching style ； mathematics learning attitude

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