以擬題活動作為教學策略提升重修班學生學習的動機   全文下載

Problem Posing as Instruction Strategy Motivates Student's Learning in Mathematics Make-up Course

在高中數學的代數解題過程中，題目分析能力是解題的重要關鍵。研究者觀察發現，數學低學習成就的學生中，有大部分的原因是不能辨識問題的類型，導致無法連結數學概念擬訂解題策略。因此，研究者提出以數學試題結構表（ Mathematic Item Structure Table, MIST）制定代數試題模板，來訓練學生問題分析與類型辨識的能力，而學生透過擬題活動，精熟解題策略與其可應用問題的變化。學生藉由MIST的協助，將問題解構成：題目的情境（ S）、給定的已知值（ G）、變數 （V）、題目特徵關鍵字提示（ K）與解題策略的數學算式（ F），來分析與辨識代數問題。本研究由 36位數學重修班學生參與了 MIST的擬題活動，學生將所擬的試題透過 Facebook（FB）網路社群進行分享、討論、評論。實驗後經訪談結果發現， MIST的擬題活動可以提升學生的理解力、學習成就感與學習動機，而老師也可以透過 MIST擬題活動發現學生的學習障礙。

The capability of problem analysis is important for students while solving algebra in senior high school. With our observation, most of the reasons of low achievement students are hard to recognize the problem type, and can not associate the related concept to solve the problem. In order to train students' ability of problem analysis and recognizing, the Mathematic Item Structure Table (MIST) is proposed to model the classic algebra problem. Meanwhile, through the problem posing activity, the student has acquired mastery of solving strategy and the variation of the problem which the solving strategy is available. MIST assists students' problem analysis and recognizing by deconstructing the algebra problem into Scenario(S), Given value(G), Variable(V), Key word prompt(K), and Function expression(F). In the experiment, 36 students of make-up course are participated in the MIST problem posing activities, and the posed problems are share, discuss and commented through the Facebook(FB) network community. The result from the interview with students shows the MIST problem posing activity can promote students' comprehension, learning satisfaction and motivation, and the teacher can also discover the student's learning obstacle through MIST problem posing activity.