運用MSE模式於國中數學補救教學之合作式行動研究

Applying Collaborative Action Research through MSE Infused Curriculum on Mathematics Remedial Teaching in Middle School Classroom

"本研究欲以Vico理念（1990, 1999）改善傳統教學信念，並作為本研究的核心價值以引導教學。數學課程實施的場域是在原班級的正課中，進行不同程度學生的差異化與補救教學。其次，本研究將過去所建構的MSE教學模式融入至數學課中以了解可行性。據此，研究目的有二：（1）瞭解Vico理念是否能促進數學教師在教學轉化歷程中的專業成長；（2）釐清Vico理念在MSE融入式教學中，是否能改善學生的數學學習。為達上述目的，本研究採用合作式行動研究主要以質性研究中的參與觀察法、半結構訪談與文件分析法，輔以問卷調查法。研究結果顯示：（1）教師在教學轉化能力、融入式教學與補救教學的專業成長；（2）教師面對MSE融入式教學方案的困難時，Vico理念促進教師的教學投入，協助改善學生運用數學學習策略的能力，並提升覺察與調適數學學業情緒的知能。研究之建議可供數學教學或教育心理研究者、國中數學或學習扶助教師的參考。"

"The Program for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study(TIMMS) results have revealed that students’mathematics performance in Taiwan indicated a lack of student interest and a lackof student confidence and that students in Taiwan did not view skills in mathematics as valuable. Although high performancewas noted in a substantial minority of the lowest performing students, the government launched many programs out of concernfor disadvantaged and underperforming students, and these programs have been implemented for many years. After severalyears of efforts to conduct supplemental instruction for low-achieving students in mathematics (without satisfactory results), anew approach has emerged and is the fundamental theme of the present study, namely that teachers’own beliefs about teachingare an important factor that influences the effectiveness of student learning. Empirical research has indicated that those teacherswho contribute to effective student learning share similar teaching beliefs. Their teaching beliefs influence the relationshipbetween learning techniques and culture and help students build on prior learning. Additionally, such teachers devise and presentcurricula that are relevant to students and that are aligned with their learning needs and cultures."