數學科創意教學對國中學生學習成效之影響

Abstract

本研究旨在探討數學科創意教學對國中學生學習成效之影響。研究目的有四：一、瞭解國中生學習數學的困擾。二、探討國中生適用的「數學科創意教學」方法與策略。三、評估「數學科創意教學」實施後，對國中學生數學科學習成就的影響。四、評估「數學科創意教學」實施後，對國中學生數學科學習態度的影響。 本研究的研究對象為九年級學生，實驗組三十人，控制組三十人，採用準實驗研究法等組前後測設計，教學實驗時間為期一學期，研究工具為二年級下學期三次段考成績及三年級上學期三次段考成績，作為前後測，進行單因子共變數分析，以觀察學習成效。另以數學科學習態度量表，觀察學生對數學科學習態度的改變。 本研究結果如下：一、「數學科創意教學」提升了學生的段考數學成績表現：實驗組學生在「段考數學科成績」上的表現顯著優於控制組的學生。二、「數學科創意教學」加強了學生的數學學習態度：實驗組學生在「數學學習態度量表」的表現顯著優於控制組學生，在「學習習慣」、「自我信念」、「數學理念」等三個分項差異達顯著水準。最後，研究者根據研究結果提出具體建議，做為數學教學及未來相關研究之參考。This study aimed at the following goals:(1) to explore the difficulties of the junior high students in learning Mathematics; (2) to design suitable ways and strategies to the “Creative Mathematics Teaching ” for the junior high students; (3) to evaluate the effectiveness of the “Creative Mathematics Teaching ” and to analyze the changes in Mathematics learning achievements of the junior high students; (4) to evaluate the effectiveness of the “Creative Mathematics Teaching ” and to analyze the changes in Mathematics learning attitudes of the junior high students. The research employed the method of an unequal group pretest-posttest. This study dealed with the experimental group 30 people and the control group 30 people of the junior high school students, and adopted them in the process of the instruction for one semester. The research tools included: the monthly examinations in Mathematics and the Mathematics Learning Attitude Scale for the Junior High School Students. The collected data were analyzed by independent samples one-way ANCOVA. As a result, the conclusion of this study were as follows: (1) Students’ Mathematics achievements were raised after applying the Creative Mathematics Teaching. The performance in the monthly examinations of the experimental group was much better than that of the control group, and the scores between the two groups were significantly different. (2) Students’ attitudes toward Mathematics learning were improved after applying the Creative Mathematics Teaching . In the Mathematics Learning Attitude Scale for the junior high school students, the performance of the experimental group was much better than that of the control group. The scores were significantly different in total scales, and in “ways of learning ”, “self-conviction ” and “rational concepts of Mathematics ” subscale. Finally, according to the results, this research may provide additional advice for further improvement within the field that may benefit future researchers and other teachers.