摘 要 本研究目的在應用「問題本位學習」模式於國小數學領域之教學,以探討其對國小五年級學童的數學態度和後設認知的影響。此外,並根據研究結果提出建議與改進方針,作為國小數學教師與數學教育研究學者之參考。 本研究採準實驗研究法之單一實驗組前後測設計,以桃園縣某國小五年級一個班級學生(共29人)為研究對象,並依四年級下學期的數學總成績將全班學生以S形分組方式,分成6個異質性學習小組以實施「問題本位學習」教學。本研究之教學為期二個月,每週五堂課共40堂課。教學前、後並使用「數學態度量表」與「後設認知量表」來評測學生的數學態度和後設認知的改變。由學生在數學態度量表與後設認知量表的前後測結果以及教師研究日誌、觀察員觀察紀錄、學習單內容等各項資料進行分析後發現: 一、問題本位學習的教學策略對五年級學童的數學態度有正面的提昇。學童在數學態度量表的總表及「學習數學的信心」、「數學探究動機」和「數學焦慮」等三個分量表的前後測得分間均達顯著差異(p<.05)。 二、五年級學童在「後設認知量表」的前、後測得分未達顯著差異。 三、未來實施問題本位學習的教學之建議包括: (一) 選擇學校和生活中發生的事件為切入點。 (二) 增加學生搜尋資料的時間。 (三) 建立討論及發表的機制。 (四) 培養學生發表的能力和自信心。 (五) 實施教學前應事先規劃並尋找合作夥伴。
Abstract The purpose of this study is to explore the impact of Problem-Based Learning on the mathematics attitudes and metacognition in mathematics learning domain of the fifth grade students. Furthermore, this study will provide suggestions and improvements based on the results for elementary school mathematics educators and researchers. One 29 fifth-grade class of a elementary school in Tau-yang country was selected to be the research sample by employing the pre-and-post tests of singular experimental teaching in Quasi-Experimental Approach. The S-type grouping method was used to divide these students into six heterogeneous study groups based on the scores of their mathematics examinations taken in fourth grade. The PBL teaching was carried out lasting two months and there were five classes a week (40 classes in total). The research instruments included Mathematics Attitude Scale and Metacognition Scale were used to test the change of students’ mathematics attitude and metacognition before and after PBL teaching. Based on the analysis of the scores of Mathematics Attitude Scale and Metacognition Scale as pretest and post-tests before and after teaching, the teacher’s studying diary, the observer’s recording, and student’s learning sheet, the main findings of this study are as followings: 1. Problem-based learning teaching strategy has the positive promotion to fifth graders’ mathematics attitude. The mean scores were different significantly (p< .05) before and after PBL teaching in total scale and three subscales (Confidence of learning mathematics, Motivation for inquiry mathematics, and Mathematics anxiety). 2. There was no significant difference between the mean scores of Metacognition Scale of pretest and post-test tested by t-test. 3. Suggestions for using PBL teaching in the future include: (1) Chooses the events the school and the life occur for to cut into the spot. (2) Increases the time of material search. (3) Establishes the mechanism the discussion publishes. (4) Raises the students’ ability of presentation and of self-confidence. (5) The teaching beforehand plans and find the partner.
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