國中生數學的學習態度與策略之研究

Abstract

本研究旨在探討國中生數學的學習態度與策略現況，為達本研究之研究目的，首先透過文獻探討，建立研究的整體架構，繼而發展「國中生數學的學習態度與策略調查問卷」進行資料的蒐集與分析。 本研究以臺灣北部地區公、私立國中八年級學生為母群體，以分層取樣方式選取19所學校，再委託學校教師選取該校學生回答問卷。問卷共發出665份，有效回收問卷623份(93.6%)。經統計分析結果歸納以下之結論： 一、國中八年級學生數學的整體學習態度表現上為正向，其中學習數學模式溝通互動的學習態度最積極，主動探索數學的學習態度最不積極。 二、國中八年級學生數學的整體學習策略運用上為屬多元，其中以尋求協助策略之使用最多，而計劃策略之使用最少。 三、因學校屬性不同國中生在數學的學習態度與策略上而有不同，私立國中八年級學生在數學的整體學習態度和運用策略上均較公立國中生表現積極。 四、在性別方面，男生在數學認知態度、行為態度與策略的運用上，較女生積極與多元化。 五、在數學學業成績與家長教育程度兩變數上，在數學的學習態度與策略的運用上，數學學業成績愈高或家長教育程度愈高的學生，其數學的學習態度表現愈積極且策略運用愈多元。 六、家長職業不同對國中生，在數學的學習態度與策略上均未達顯著差異。只有在學習數學的信心態度表現與組織策略、資源管理策略的運用上差異。

關鍵字：學習態度、學習策略、數學

The aim of this research was to discuss both learning attitude and strategy in mathematics for junior high school students in Northern Taiwan. This research was based on the result of a review paper and established a questionnaire to collect the needed data. The collected data was analyzed by SPSS 12 statistic package. The research samples were adopted from national and private junior high school students in northern Taiwan. There were 19 school teachers required to deliver and collect the questionnaires. The research sent out 665 copies of questionnaires totally and received 623 copies in return. The rate of returned questionnaires achieved to 93.6%. The statistical analysis and integrated results of this research is as below: 1. The learning attitudes in mathematics tend to be positive. The style of an interactive communication was the most positive and the style of self-directed exploration was the most passive between the style of learning attitudes in mathematics for junior-high school students in northern Taiwan. 2. The learning strategies in mathematics were multimodal. The ask-for-help strategy was to be applied most and the planned strategy was applied least concerning the learning strategies in mathematics for junior high school students in northern Taiwan. 3. There has been a difference between national and private schools in learning mathematics. The private school students were more enthusiastic than national school students in learning attitudes and learning strategies. 4. There has been a difference between male and female students in learning mathematics. The male students were more active than female students in the domain of cognition, learning strategy and learning attitudes. 5. There has been a correlation in the level of student achievement in mathematics and the level of parents’ education. The higher the achievement of parents’ education correlates with better attitudes and more strategies to learn mathematics, as well as better grades. 6. There has been no difference concerning parents’ occupation in either learning attitudes or learning strategies. However, learning confidence, organizing strategy and resource managing have presented some difference. Keyword: Learning attitudes, Learning strategy, Mathematics