多元文化教育與創造思考融入數學教學對國中學生創造力與數學學習之影響

Abstract

本研究旨在瞭解「多元文化教育與創造思考融入數學教學」對國中生之教學效果。研究對象為臺北市某國中七年級3個班級的學生，共計87人，其中男45人(52%)，女42人(48%)。 實驗設計採「不等組前後測準實驗設計」，分成實驗組A：「多元文化教育與創造思考融入教學」、實驗組B：「多元文化教育融入教學」及控制組：「一般教學」。研究工具以「新編創造思考測驗」、「威廉斯創造力測驗」、「數學學習動機量表」進行實驗之前後測，並採用學生當學期第一、二次數學段考成績。 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.「多元文化教育與創造思考融入教學」比「多元文化教育融入教學」、「一般教學」更能提升國中生的創造力情意。 2.「多元文化教育與創造思考融入教學」和「多元文化教育融入教學」比「一般教學」更能提升國中生的創造力認知。 3.「多元文化教育與創造思考融入教學」比「多元文化教育融入教學」更能提升國中生的數學學習動機；而「多元文化教育融入教學」也較「一般教學」更能提升國中生的數學學習動機。 4.「多元文化教育與創造思考融入教學」與「多元文化教育融入教學」較「一般教學」更能提升國中生的數學學習成效。 5.最後研究者根據研究結果提出結論，並針對未來研究與多元文化及創造力教學實務提出建議。

The purpose of this study was to ascertain the effect of involving multicultural education and creative thinking into mathematical teaching for the junior high students. The sample was comprised of 87 seventh grade students who were from three classes in Taipei City. There were 45 (52%) male and 42 (48)% female students. Nonequivalent pretest-posttest control group design was conducted and all participants were divided into three groups. The first experimental groups involved multicultural education and creative thinking into the mathematical teaching. The second experimental group involved only multicultural education into mathematical curriculum. The third group was the control group. “New Creativity Test”, Creativity Assessment Packet”, “Mathematical Learning Motivation Inventory” were used as measuring tools to validate the difference of pre- and post-test. Besides, the first and second sectional test scores were also adopted for analyzing. One-way ANCOVA and two-way ANOVA were conducted for validating the hypotheses. The main results were as follows: 1.“The teaching involving multicultural education and creative teaching” improved creative sensitivity of the junior high students significantly than “the teaching involving only multicultural education” and the teaching of the control group did. 2. “The teaching involving multicultural education and creative teaching” improved creative cognition of the junior high students significantly than “the teaching involving only multicultural education” and the teaching of the control group did. 3.Students show higher mathematical learning motivation in the group of the teaching involving multicultural education and creative teaching than in the group of the teaching involving only multicultural education. In addition, it was also found that students show higher mathematical learning motivation in the group of the teaching involving only multicultural education than in the control group. 4.“The teaching involving multicultural education and creative teaching” can promote the mathematical learning effect of the junior high students significantly than “the teaching involving only multicultural education” and the teaching of the control group did. Finally, based on the results, there were several crucial suggestions were proposed for the future study, multicultural education and teaching for creativity.