創造思考與批判思考融入數學建模教學對女高中生之教學效果

Abstract

本研究旨在瞭解「創造思考與批判思考融入數學建模教學」對女高生之教學效果。研究對象為臺北市某女中一年級選修課3個班級的學生，共計92人，其中組成皆為女生(100%)。實驗設計採「不等組前後測準實驗設計」，分成實驗組A：「創造思考與批判思考融入數學建模教學」、實驗組B：「批判思考融入數學建模教學」及控制組：「一般數學建模教學」。研究工具以「新編創造思考測驗」、「批判思考測驗-第一級」、「數學建模共識評量」進行實驗之前後測。 所得資料以單因子共變數分析與二因子變異數分析檢驗研究假設。研究結果如下： 1.「創造思考與批判思考融入數學建模教學」與「批判融入數學建模教學」比「一般數學建模教學」更能提升女高中生的「批判思考能力」。 2.「創造思考與批判思考融入數學建模教學」比「批判融入數學建模教學」和「一般數更能提升女高中生的「創造思考能力」。 3.「創造思考與批判思考融入數學建模教學」比「批判融入數學建模教學」和「一般數學建模教學」更能提升女高中生的「數學建模能力」。 4.最後研究者根據研究結果提出結論，並針對未來研究與創造思考能力及批判能力於教學實務提出建議The purpose of this study is to analyze the effect on high school girls from integrating creative thinking and critical thinking into mathematical modeling teaching. Samples are selected from high school students in the same school in Taipei. The total valid samples are at the number of 92 students, and all of them are girls. Based on the design of “quasi-experimental model comparing pre-testing group and post-testing control group,” the experiment is divided into three groups which are experimental group A: “Application of Creative Thinking and Critical Thinking to Mathematical Modeling Teaching,” experimental group B: “Application of Critical Thinking to Mathematical Modeling Teaching,” and control group: “Regular Mathematical Modeling Teaching.” “New Creativity Test”, Critical Thinking Test- Level 1”and “Mathematical Modeling Consensus Assessment” were used as measuring tools to validate the difference of pre- and post-test. One-way ANCOVA and two-way ANOVA were conducted for validating the hypotheses. The main results were as follows: 1.“Application of Creative Thinking and Critical Thinking to Mathematical Modeling Teaching”and “Application of Critical Thinking to Mathematical modeling Teaching” is better than “Regular Mathematical Modeling Teaching” in enhancing students' critical thinking abilities. 2.“Application of Creative Thinking and Critical Thinking to Mathematical Modeling Teaching” is better than “Application of Critical Thinking to Mathematical Modeling Teaching” and “Regular Mathematical Modeling Teaching” in enhancing students' creative thinking abilities. 3. “Application of Creative Thinking and Critical Thinking to Mathematical Modeling Teaching” is better than “Application of Critical Thinking to Mathematical Modeling Teaching” and “Regular Mathematical Modeling Teaching” in enhancing students' mathematical modeling abilities. Finally, based on the results, there were several crucial suggestions were proposed for the future study, multicultural education and teaching for creativity.