學習共同體運用於國中數學教學之行動研究

An Action Research on Learning Community in Teaching Mathematics in Junior High School

曾英明(Ying-Ming Tseng)

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(2014年)

https://doi.org/10.6841/NTUT.2014.00280

摘要

研究者有感於教學場域中學生數學學習態度日漸低落，乃將學習共同體運用於課堂的教學，試圖提升其數學學習態度。本研究目的有二：首先探討學習共同體運用於國中數學教學，對學生學習態度的影響；其次探究學習共同體運用於國中數學教學其遭遇問題及因應策略。研究者以所任教之國中八年級某班25名學生為研究對象，以行動研究取向進行為期10週之教學實施。研究中，以「國中數學學習態度量表」分析學生數學學習態度之前後差異，並藉由研究者之觀察省思、學生之學習札記等質性資料的蒐集與分析，最後獲致以下結論：一、學生的整體數學學習態度、自我認知與學習動機均獲得顯著改善，顯示實施學習共同體的教學方式能有效改善學生學習態度。二、運用學習共同體教學實施後，學生學習印象更深刻、學習更專注、上課變得生動多樣，因此提高了數學學習的動機。三、運用學習共同體的教學實施過程中，在教師教學與學生學習兩方面存在一些問題，經研究者省思並擬定、執行各項因應策略後獲得改善。本研究最後根據研究過程及結果所得之省思，提供教學實施者與學校行政單位建議。

關鍵字

學習共同體 ； 國中數學 ； 數學學習態度 ； 行動研究

並列摘要

According to the teaching filed, the juior high students’ learning attitude toward mathematics have deteriorated. The researcher applied learning community to teaching in order to rise up their attitude. There are two goals of this study. The first was to discuss the influences of utilizing learning community in teaching juior high school mathematics with an eye to students’ learning attitude. The second was to analyze the obstacles that might encounter after applying learning community to juior high school mathematics teaching and provided strategies.
The study participants were 25 students from the researcher’s class in the 8th grade at the junior high school. The action research orientation was adopted to implement a ten-week teaching plan. In the study, the Learning Attitudes toward Mathematics Scale was applied to analyze students’ learning attitude differences before and after learning community application. Besides, the qualitative data was collected and analyzed like researcher’s observation and students’ learning notes. Finally, the study reached the following conclusions. First, students’ learning attitude, self-recognition, and learning motivation were improved obviously. It shows applying learning community can improve students’ learning attitude effectively. Second, after implementing learning community, students were more impressive about learning, more concentrated on learning, and livelier curriculums. As a result, students’ learning motivation toward mathematics was risen up. Third, in the process of implementing learning community, there were some problems between teaching and learning; however, problems were sloved because of the application of researcher’s stradegies.
Finally, this study can provide a reference for teachers and school administrators based on reflection derived from the process and results of the study.

並列關鍵字

learning community ； junior high school mathematics ； learning attitude toward mathematics ； action research

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