教書36年面對成績落後的學生常思如何改變教學方式，提升學習興趣，使每一位學生都能作有效學習。在數學能力、數學學習態度、與數學學習成就上有所轉變。加上去年教到一個很特殊的班級，是七年級的新生，當時任教兩個七年級新生，剛開學幾天，就發現其中一個班級數學能力較好的學生人數不到該班上人數的四分之一，而另一個班級數學能力較差的學生人數也不到該班人數的四分之一，形成兩種極端，經過一年的教學，兩班級期末考的成績，前面班級優秀人數已超越後面這個班級，但是成績不到四十分的人數竟然達九人之多，在常態編班之下七年級是不應有這種呈雙峰現象的，這也是我極思探討的問題。 本研究以行動研究的方式探討，且研究目的有三： 〈一〉透過教學方式的改變採取合作學習教學策略，以提升學生積極的學習態度。 〈二〉加強數學提問教學策略，發展學生自我建構數學概念的能力。 〈三〉加強學生文本閱讀能力，以奠定學生自我學習的能力。 首先，先實施改變教學方法採合作學習教學策略，再實施數學科數學評鑑學生回饋問卷調查，進而針對段考成績進行比較分析，並針對問卷調查結果進行討論，深入探究何種教學方式對學生學習最有幫助，最後針對本研究結果提出結論與建議。 Teaching mathematics for thirty six years, I often thought about how to adjust instructional approaches and how to increase student’s interests of learning for low-achieving students so that every student in my class can learn effectively. Improving student’s mathematic proficiency, learning attitudes, and learning performance was my primary goal of teaching. Last year, I happened to teach a unique seventh-grade class. I was responsible for two seventh-grade classes that were all freshmen in the school at that time. Few days after matriculation, I soon realized that the number of students with superior mathematic proficiency in one class was less than one fourth of the entire class. In the other class I taught, the number of students with low mathematic proficiency was also less than one fourth of the entire class. After one-year instruction, comparing the scores of final exam between these two classes, the number of superior students in the former class exceeded the latter one. However, there were nine students whose score was less than forty in the former class. With normal class assignment, this twin-peak phenomenon should not exist in a seventh-grade class. This was the problem I aimed to investigate in this study.
This study was an action research with three purposes: (1)To change the instructional method into collaborative learning to promote active learning. (2)To reinforce the implementation of inquiry-based instruction to help students develop the ability to construct their own mathematic mental models. (3)To enhance students’ ability of textual reading to establish the ability of self-learning.
Based on the purposes, I first changed my instructional approach into collaborative learning. After implementation, I administrated the mathematics class evaluation survey and compared the scores among mid-term and review examinations. Triangulating with the survey results, this study investigated which instructional method benefited students the most, and concluded with suggestions and implications.
