小組加速教學法對國中生數學學習成就與學習態度之影響

The Impact on Mathematics Achievement and Attitude of Junior High School Students Using Team Accelerated Instruction

陳梅芬(Mei-Fen Chen)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/cycu201100519

摘要

本研究旨在探討不同教學法運用於國中七年級數學領域，對學生數學學習成就與學習態度之影響。本研究對象為台北市某國中七年級兩個班級的學生共 48人，採準實驗研究設計，以班為單位分成實驗組和對照組，進行為期六週的實驗。實驗組採異質分組的方式進行小組加速教學法，教學流程分四步驟：一、全班授課；二、分組學習；三、單元測驗；四、小組得分及小組獎勵。小組加速教學法結合「個別化教學」與「合作學習」來達成適性教學，並配合合作學習來提升學習成效，而對照組則採傳統講述教學法。本研究之實驗教材包括「因數與倍數」、「最大公因數與最小公倍數」、「分數的加減」、「分數的乘除」、「文字敘述應用題」共計五個學習內容(四個課程單元)。研究工具包括：數學學習成就測驗與數學學習態度量表，資料以套裝軟體SPSS17.0分析，包括描述性統計、獨立樣本 t 檢定、ANOVA、MANOVA。
本研究結果發現如下：
一、實驗組學生數學學習成就與延宕測驗顯著高於對照組。
二、實驗組學生在最大公因數與最小公倍數及分數乘除兩學習內容顯著高於對照組，其他學習內容(因數與倍數、分數加減、文字敘述應用題)沒有顯著。
三、實驗組的數學學習態度平均數比對照組高，但沒有顯著差異。
四、小組加速教學法能提升「記憶性的概念」及「基本計算技巧」的答對率，但對於「文字概念理解應用」則幫助不大。
由本研究結果得知，採小組加速教學法有利於促進國中數學科學習成就及學習保留之發展，可作為未來國中教師實施數學科教學之參考。

關鍵字

分數運算 ； 小組加速教學法 ； 數學學習成就 ； 數學學習態度

並列摘要

This study aimed to explore different teaching methods used in seventh grade mathematics will cause different impacts toward students’ mathematics achievement and attitude. The objects of the study are two classes of seventh grade students with 48 students in Taipei, and quasi-experimental research design class as a unit divided into experimental and control groups for a period of six-week experiment.
Experimental group to adopt heterogeneous grouping with Team Accelerated Instruction and the teaching process has four steps: first, the whole class teaching; second, team study; three, final test; four, team scores and team recognition. Team Accelerated Instruction combines cooperative learning with individualized instruction to reach adaptive instruction and to increase the learning effectiveness. The control group adopts traditional instruction.The experimental materials included “factor and multiple”, “greatest common factor and least common multiple”, “ fraction addition and subtraction”, “fraction multiplication and division”, “ text description of the problem ”. The instruments were“ math achievement test” and“ math attitude scale”. The data were analyzed by descriptive statistics, t-test 、ANOVA and MANOVA.
The results of the study were mainly summarized as follows:
1.The experimental group achieved and delay test significant higher mathematics scores over the control group.
2.The experimental group had significantly higher than the control group in greatest common factor and least common multiple and fractional multiplication and division unit.
3.Team Accelerated Instruction can improve the speed, "the concept of memory" and "basic computing skills," the correct rate, but for " text description of the problem " is not very helpful.
4.The experimental group on average of mathematics attitudes was over the control group , but no significant difference.
The results from this study that, taken Team Accelerated Instruction can improve learning achievement in Mathematics and learning retention of development, as future teachers in the country in reference to the implementation of Mathematics Instruction.

並列關鍵字

Team Accelerated Instruction(TAI) ； mathematics attitude ； mathematics achievement ； fraction computing

參考文獻

張世忠（2009）。中小學數理教學理論與實務。台北市：五南。

劉秀嫚（1998）。合作學習的教學策略。公民訓育學報，7，285-294。

葉天賞(2009)。建構主義在學生主體性學習之啟示。臺灣教育，660，27-30。

蔡克容（1998）。建構主義對教育改革的啟示。課程與教學，1（3）， 47-60。

陳芳萱(2008)。合作學習對大專學生英語口語表達能力的成效及影響。未出版之碩士論文，朝陽科技大學應用外語研究所，台中市。