國民中學數學學習領域實施九年一貫課程現況之檢討

Abstract

摘 要 本研究旨在檢討國民中學數學學習領域實施九年一貫課程的情形。研究者以相關文獻的探討為基礎，理解數學學習領域課程之特色、實施之現況與問題之後；其次，就民國三十七年以至民國九十二年九年一貫課程綱要頒布之間，各次修訂之課程標準或課程綱要為依據，詳為分析其課程目標及相關內容之變與不變，俾便掌握其演進的趨向與發展的重點。同時，研究者於九十三年七月至九十四年十月之間，透過二所國民中學數學教師八位及臺北市國民中學數學輔導團二位之教師訪談，觀察教學以及問卷資料之分析，獲得本研究之結論如下： 壹、暫行綱要與課程綱要取代課程標準，不同年級適用不同的綱要 貳、生活化的數學讓學生覺得數學有用，但是教材內容簡單化，編輯不夠完 整，造成銜接困難 參、時數不足壓縮了多元教學法與多元評量的實施 肆、能力取向備受質疑，目標不易達成，學生的表現不如預期 伍、國中基本學力測驗影響教學之走向 陸、課程規劃要有周延完整的配套措施 依據上述之結論，研究者分別對提出相關的建議如下： 壹、對主管教育行政機關之建議 一、課程綱要要有前瞻性與穩定性 二、國中基本學力測驗應與升學脫鉤 三、教師的專業水準要有評鑑規準 貳、對數學領域教師的建議 一、要熟悉不同綱要才能掌握其精神 二、建立正確的數學教育信念 三、教師要不斷的自我進修提昇專業能力 最後，研究者並從研究領域及研究對象二方面提出對未來研究之建議。Abstract The purpose of the study is to evaluate the implementation of grade 1-9 curriculum in the learning area of mathematics in junior high schools. The researcher reviewed the related literature to gain an understanding on the characteristics, implementation and problems associated with mathematics curriculum. In the next step, on the basis of the curriculum mandates and standards that have been promulgated and revised from 1984 to 2003 (the year in which the grade1-9 curriculum mandates was promulgated), the researcher scrutinized the consistency and inconsistency in the instructional goals and relevant contents in order to grasp the trend and main themes in the development of curriculum mandates and standards. Between July 2004 and October 2005, the researcher interviewed eight mathematics teachers from two junior high schools and two other teachers from the Taipei Junior High School Mathematic Instructive Supervision Group. Base on the data collected from interviews, questionnaire and classroom observations, the researcher made the following conclusions: 1.Curriculum standards should be replaced by the Guidelines of Learning Area. Different grade levels should match different curriculum Guidelines. 2.Students perceived mathematics as being useful as a result of the math curriculum which is related to daily life. Difficulties in transition were found because the instructional materials were simplified and incomplete. 3.The lack of teaching hours makes teachers cut short the implementation of multiple teaching and evaluation procedures. 4.The ability oriented direction is highly questionable. The instructional goals were difficult to achieve and students’ performances were less than expected. 5.The Basic Competency Test for junior high students was found to influence curriculum and instruction. 6.Curriculum plans need to be supported with coordinated resources. Base on the conclusions, the researcher provided several suggestions: 1.For Education Administration Authorities a.The Guidelines of Learning Area need to be proactive and consistent. b.Basic Competency Test for junior high school students should not be related to the admission to higher education. c.Evaluation standards and guidelines should be developed for teacher’s professional ability. 2.For Mathematics Teachers a.Be familiar with various Guidelines to grasp their essence and spirit. b.Build correct mathematics education philosophies. c.Continually engage in self-improvement to increase professional ability.

Finally, for future studies, the researcher also provided suggestions for research field as well as research subjects.