臺灣博碩士論文加值系統

本研究的目的在於探討該課程對於學習態度與問題解決能力之影響。本研究以南投縣梅花(化名)國中兩班八年級學生為研究對象，一班為實驗組，於100學年度下學期以PBL融入每週5節、每節45分鐘的數學領域課程中，進行為期二個月的問題導向學習融入數學科教學，對照組則維持傳統的講述式教學法，兩班學生皆為31位。採用準實驗設計之不等的前測-後測-延宕控制組設計，使用的研究工具為「數學學習態度量表」和「問題解決能力量表」，資料分析採用「單因子多變量共變數」及「單因子共變數」進行統計檢定，並輔以「課程總回饋表」進行研究結果討論。
依資料分析結果，本研究獲致以下結論：
一、接受「問題導向學習」的學生在整體的學習態度，和「興趣」、「重要性」及「教師」分量表的表現顯著優於對照組。但在「職業」分量表的表現，兩組學生無顯著差異。
二、接受「問題導向學習」的學生在「重要性」及「教師」分量表的表現具有保留效果。
三、接受「問題導向學習」的學生在「問題解決能力」的表現顯著優於對照組，並具有保留效果。
四、學生對於「問題導向學習」給予正面肯定。

This study investigated the influence of a particular instruction, problem-based solving, on promoting learning attitude and problem-solving skills for the eight grade students, sixty-two eight grade students participated in the study. Variables of interest were student’ learning attitude and problem-solving skills, student’ reported use of problem-based solving for learning from eight weeks problem-based solving activities. A nonequivalent pre-test, post-test, follow-up test control group design was employed. The finding showed a statistically significant interaction of problem-based solving for learning attitude and problem-solving skills. For all outcome variables, the PBL group showed significantly greater gains from pre-test to post-test and follow-up test than the control group. The findings have implications for both practice and research.

中文摘要 iii
英文摘要 iv
誌謝辭 v
內容目錄 vi
表目錄 viii
圖目錄 x
第一章 緒論 1
第一節 研究動機 1
第二節　 研究目的 2
第三節 研究問題 3
第四節 名詞釋義 4
第五節 研究範圍與限制 5
第二章 文獻探討 7
第一節 問題導向學習 7
第二節 學習態度 19
第三節 問題解決能力 25
第三章 研究方法 31
第一節 研究設計與架構 31
第二節 實驗課程的實施 34
第三節 研究對象 35
第四節 研究工具 36
第五節　 實驗教學方案及實施程序 45
第六節 資料處理分析 48
第四章 研究結果與討論 50
第一節 問題導向學習對學習態度的影響 50
第二節 問題導向學習對問題解決能力的影響 62
第三節 問題導向學習的活動回饋 66
第四節 綜合討論 68
第五章 結論與建議 76
第一節 結論 76
第二節 建議 77
參考文獻 81
附錄A 學習態度量表預試問卷 95
附錄B 問題解決能力量表預試問卷 96
附錄C 課程活動總回饋表 97
附錄D 問題導向學習融入數學教學教案 98
附錄E 單元學習單 106

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