以探究教學提升國中生數學問題解決能力之行動研究

An Action Research of Applying Inquiry Teaching to Promote the Ability of Junior High School Students’ Mathematical Problem Solving

蕭愉靜(Yu-Ching Hsing)

指導教授 ： 張嘉育

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2012年)

https://doi.org/10.6841/NTUT.2012.00164

摘要

有感於教學場域中學生面對數學問題，缺乏問題解決的能力，經過一再的解題失敗，產生挫折感，因而失去學習數學的信心。研究者乃將探究教學實施於數學課室中，試圖提升其數學問題解決能力。本研究目的有二：首先探討國中數學運用探究教學，對學生數學問題解決能力之影響；其次，探討國中數學運用探究教學所遭遇的問題與解決之道。研究者以八年級導師班31名學生為研究對象，以行動研究取向進行兩個階段為期9週之教學實施。研究中，除了以「數學問題解決能力量表」分析學生數學問題解決能力之前、中及後之差異外，並藉由觀察省思、訪談紀錄、學生之學習札記等質性資料的蒐集與分析，以瞭解學生數學問題解決能力的改變。最後獲致以下結論：一、探究教學使學生整體的數學問題解決能力獲得顯著提升，其中釐清問題、決定解決策略及評鑑行動效能三構面均獲得顯著提升，顯示探究教學能有效提升學生的數學問題解決能力。二、探究教學實施過程中，在教師教學與學生學習兩方面各存在若干問題，經研究者省思並擬定、執行各項解決之道後得予以改善。三、探究教學實施後，學生逐漸重視數學問題解決的過程，解題態度更積極，學生反應學習印象更深刻、上課變得生動有趣，因此提高了數學學習興趣。整體而言，學生的數學問題解決能力有所提升。本研究最後根據研究過程及結果所得之省思與成長，研擬再出發之方向。

關鍵字

探究教學 ； 國中數學 ； 數學問題解決能力 ； 行動研究

並列摘要

When students that lack mathematical problem-solving skills encounter mathematical problems in educational venues, they become frustrated after repeated failure and lose confidence in their ability to learn mathematics. This study implements inquiry teaching in mathematics classrooms and aims to enhance students’ mathematical problem-solving abilities. Therefore, this study has two goals: The first was to explore the affects of inquiry teaching on the mathematical problem-solving abilities of junior high school students. The second goal was to examine the problems encountered and the solution strategies employed when inquiry teaching was employed for junior high school mathematics.
The study participants were 31 eighth grade students in a teacher-led class. The action research orientation was adopted to implement a two-stage, nine-week teaching plan. In addition to analyzing the differences in the students’ mathematical problem-solving abilities before, during, and after the teaching implementation using the Mathematical Problem-Solving Ability Scale, qualitative data, such as observations and reflections, interview records, and students’ learning notes, were collected and analyzed to understand the changes in the students’ mathematical problem-solving abilities. The results and conclusions of this study are as follows:
(1) Inquiry teaching can significantly improve students’ overall mathematical problem-solving abilities in various dimensions, such as problem clarification, deciding solution strategies, and effective evaluation processes. This indicates that inquiry teaching can effectively enhance students’ mathematical problem-solving abilities.
(2) Both the teachers and the students encountered a number of problems during the implementation of inquiry teaching. Thus, we formulated and implemented various solutions to successfully remedy these problems.
(3) After inquiry teaching was implemented, the students gradually focused on and emphasized the mathematical problem-solving process, their attitudes to problem solving became more positive, their learning responses were more impressive, classes became more interesting, thus, their interest in learning mathematics increased.
Overall, the students’ mathematical problem-solving abilities improved. Finally, this study provides suggestions for future studies based on reflection and development derived from the process and results of the study.

並列關鍵字

Inquiry teaching ； junior high school mathematics ； mathematical problem-solving abilities ； action research

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