數學學科融入空氣知識教學應用初探

現行的環境教育大多著重在生態保育相關知識和活動進行發展，近幾年空氣污染議題愈來愈受重視，但空氣污染相關知識在國小教材相對卻較為缺乏。觀察現行國小自然科教材發現，一、二年級並無自然科教材，三年級開始導入自然教學，其中和空氣相關知識內容是較片斷不連續，因此本研究嘗試將數學融入空氣知識教學教材中，把低年級的數字觀念，到中高年級學習分數和百分率等內容，融入空氣組成相關基本知識，評估這樣的教學方式對學生學習空氣知識和數學知識之關連性。本研究採前實驗設計法及混合研究法，研究者以新北市A國小的低年級(二年級)、中年級(四年級)、高年級(六年級)作為研究對象，分別以對應年級之空氣融合數學之客製教材進行教學，並利用教學中的錄影紀錄及觀察、回饋表單、活動紀錄、前後測驗、口述表達等多元資料，藉此了解教學過程及成效，前實驗設計法主要將學童的前後測驗進行分析比較，混合研究法則係利用質性資料以及量性資料進行分析，再進一步應用統計學科中的成對樣本t檢定，用以檢測此次教學的總體成效進行整體評估。研究結果顯示，在質性分析中，發現於數學題目融合空氣知識，在學童進行讀題時，能幫助學童學習更多空氣知識內容，此方法可應用於各科領域的教學和題目設計，議題融入教學可拓展學童學習觸角。經研究者利用客製設計之空氣知識教材進行教學後，發現學童在空氣知識概念都有一定程度的增長，且中、高年級學童於數學測驗中亦可發現能力的增長，並具統計顯著性，表示研究者所設計之空氣知識相關教材能協助學童對於數學抽象化概念轉換為具象化，同時對於學童提升空氣知識之知能亦有所幫助，這樣的數學融入空氣知識教學方式，可提供老師在未來現場教學上之參考。

關鍵字

環境教育、前實驗設計法、空氣知識

並列摘要

Current environmental education mostly focuses on the development of knowledge and activities related to ecological conservation. In recent years, air pollution issues have received more and more attention, but air pollution-related knowledge is relatively lacking in elementary school teaching material. At present, in the natural science teaching material of the elementary school, there is no natural science teaching material in the first and second grades, and natural teaching lesson is from the third grade, and the content of air-related knowledge is fragmentary, not continuous. Therefore, this research attempts to incorporate mathematics into the air knowledge teaching materials and integrates the basic knowledge of air composition into the numerical concepts of the lower grades, and fraction and percentages lesson in the middle and higher grades, and then assessing the relevance of this teaching method to students’ learning of air knowledge and mathematics. In this study, pre experimental design methods and mixed methods were adopted. The research objects are lower grades, middle grades, and higher grades students of Elementary School in New Taipei City. The researcher designs teaching material corresponding to each grade for teaching and use of video records and observations, feedback, activity records, pre- and post-tests, oral expressions, and other diverse materials in teaching are used to understand the teaching process and effectiveness. In addition, the pre experimental design method mainly focuses on students to analyze and compare the before and after tests. The mixed-method uses qualitative data and quantitative data for analysis, and then further uses the paired-sample t-test in statistics to detect the overall effectiveness of the teaching for an overall evaluation. The results show that in the qualitative analysis, the integration of air knowledge in mathematics questions can help students learn more air knowledge when they read the exam questions. This method can be applied to the teaching and question design of various subjects, and integrate into teaching can expand the learning reach of children. The results after applying the teaching material showed that, lower grades of elementary school students have a certain degree of growth in the concept of air knowledge, and middle and higher grade students can also find an increase in the concept of air knowledge inability in the math test, which is statistically significant. It can be concluded that the air knowledge related teaching materials designed by the researcher, it can help students to apply the abstract concepts of mathematics into concrete, and it is also helpful for the students to improve their knowledge of air knowledge. This kind of teaching method of integrating mathematics into air knowledge can provide teachers with reference for future on-site teaching.