台北縣國民中學數學教師對實施九年一貫數學課程的認知與教學行為影響度之研究
Abstract
本研究旨在探討國民中學數學學習領域教師對「九年一貫課程總綱」、「數學學習領域」兩個層面的認知情形，了解不同的背景變項之國中教師再數學領域教學行為的差異情形。探討國中數學教師九年一貫課程認知程度對教學行為間的影響為何？及探討國中教師在數學領域教學上所面臨的問題並提供解決方法。
為達研究目的，首先透過文獻的整理與分析，建立研究的整體架構，繼而選擇問卷調查方法，以「台北縣國民中學數學教師實施九年一貫數學課程認知與教學行為影響度之研究調查問卷」為工具，蒐集研究所需的資料。調查實施以國民中學一、二、三年級數學科合格之在職教師為對象，施測獲得有效樣本共150份。採取人數分配、百分比、平均數、標準差、單一樣本t考驗、獨立樣本t考驗及單因子變異數分析(One-way ANOVA)等統計方法，再進行Scheffe法之事後比較，以皮爾遜積差關係(Pearson’s Product-Moment Correlation)和回歸分析瞭解課程認知與教學行為間的相關程度，進行資料分析與整理。
研究結果發現台北縣地區國民中學數學學習領域教師對九年一貫課程與「數學學習領域」層面整體認知已達到積極的程度；在教師的性別、年齡、教學年資、研習時數上對課程認知及教學行為上均有顯著差異；另在學校地區、學校規模方面亦對課程認知及對教學行為上均有影響。
此外，本研究針對目前國中數學教師在數學領域教學上所面臨的問題提出解決方案。
This study is designed to research how public junior high school math teachers understand ”General Guidelines of Grade 1-9 Curriculum” and “the field of math learning.” And this study further aims to how different the teaching behaviors of math teachers of various backgrounds turn out to be. In addition, the author researches and points out how public junior high school math teachers’ understanding of the Grade 1-9 Curriculum makes an influence on teaching behaviors. The author also studies the problems they confront and provide ways of solving the teaching problems. Concerning the research methodology of the author, first to sort out and analyze the documents, setting up the complete frame of the study. And then the author uses a questionnaire (that is, “How the public junior high school math teachers in Taipei County understand ‘Grade 1-9 Curriculum math teaching’ and how their understanding affects the teaching behaviors”) to collect the needed data. Through the investigation, the author got 150 valid samples by targeting qualified math teachers of Grade 7, 8, and 9 in public junior high schools. The statistic methods the author got adopted include number distribution, percentage, average, standard margin, single sample t test, independent sample t test and one-way ANOVA. And then the author makes a comparison by Scheffe methodology, and use Person’s Product-Moment Correlation to study how curriculum understanding is related to teaching behaviors, sorting out and analyzing the collected data. Through the research, it is discovered that the public junior high school math teachers of Taipei County as a while have a very positive understanding of the Grade 1-9 Curriculum. And it also noted that the understanding and teaching behavior are distinctively affected by teachers’ gender, age, seniority, and research hours. Besides, the school’s location and size also make a great influence on teachers’ understanding and teaching of the math curriculum. In addition, this study presents the ways of solving the problems which math teachers confront in teaching the curriculum.
This study is designed to research how public junior high school math teachers understand ”General Guidelines of Grade 1-9 Curriculum” and “the field of math learning.” And this study further aims to how different the teaching behaviors of math teachers of various backgrounds turn out to be. In addition, the author researches and points out how public junior high school math teachers’ understanding of the Grade 1-9 Curriculum makes an influence on teaching behaviors. The author also studies the problems they confront and provide ways of solving the teaching problems. Concerning the research methodology of the author, first to sort out and analyze the documents, setting up the complete frame of the study. And then the author uses a questionnaire (that is, “How the public junior high school math teachers in Taipei County understand ‘Grade 1-9 Curriculum math teaching’ and how their understanding affects the teaching behaviors”) to collect the needed data. Through the investigation, the author got 150 valid samples by targeting qualified math teachers of Grade 7, 8, and 9 in public junior high schools. The statistic methods the author got adopted include number distribution, percentage, average, standard margin, single sample t test, independent sample t test and one-way ANOVA. And then the author makes a comparison by Scheffe methodology, and use Person’s Product-Moment Correlation to study how curriculum understanding is related to teaching behaviors, sorting out and analyzing the collected data. Through the research, it is discovered that the public junior high school math teachers of Taipei County as a while have a very positive understanding of the Grade 1-9 Curriculum. And it also noted that the understanding and teaching behavior are distinctively affected by teachers’ gender, age, seniority, and research hours. Besides, the school’s location and size also make a great influence on teachers’ understanding and teaching of the math curriculum. In addition, this study presents the ways of solving the problems which math teachers confront in teaching the curriculum.
Description
Keywords
九年一貫課程, 教學行為, 數學學習領域, Grade 1-9 Currriculum, teaching behavior, the field of math learning