臺灣博碩士論文加值系統

　　本研究目的旨在以教育部補救教學平臺的數學教材為基礎，發展一套補救教學平臺數學教材融入國小五年級幾何課程之教材，以行動研究的方式檢驗其教學效果。教案設計完成後實際運用在研究者所任教的國小，並檢視課程教案實施是否能提升五年級學童的數學能力與學習興趣；同時，探討身為新手教師的研究者，如何在教學過程中提升其教學知能。研究對象為臺南市某公立小學五年級學生共26 人，研究期程為期一個月，共計18 節課的教學活動。
　　研究工具採用「教育部補救教學平臺融入南一版數學第十冊第三單元『扇形』教案與『正方體和長方體』教案」、「扇形單元前、後測試卷」、「正方體和長方體前、後測試卷」、「數學學習興趣量表」與「教學反省札記」等。每個單元授課後進行前、後測分數的相依樣本t 檢定之分析比較，研究結果發現學童在使用補救教學平臺的數學教材融入數學課程之後的學習興趣與學習成就皆有提升；另一方面，教師在備課、師生互動及班級經營的教學知能亦有所提升。

　　This research was based on the mathematics teaching materials of the Project for the Implementation of Remedial Instruction supported by the Ministry of Education. A set of mathematics teaching materials of the Project for the Implementation of Remedial Instruction had been developed to integrate with the teaching materials for 5th grade geometry curriculum at elementary schools, and tests were conducted for the investigation of its teaching effectiveness. After the design of the lesson plan had been finished, it was actually applied to the elementary school where the researcher worked as a teacher. It was examined whether the implementation of the lesson plan could improve the mathematics ability and interest in learning of the 5th grade students. The research subjects consisted of 26 5th grade students at a public elementary school in Tainan City. The research period was one month and was composed of 18 classes of teaching activities.
　　The Unit 3, "Fan Shapes" lesson plan together with its pre-test paper and post-test paper, the "Cubes and Cuboids" lesson plan together with its pre-test paper and post-test paper, "Teaching Reflections" and "Mathematics Learning Interest Scale" in the integration of the Project for the Implementation of Remedial Instruction supported by the Ministry of Education and the Vol. 10 of the mathematics textbooks of Nan-I version were adopted as the research tools. After the teaching of each unit, the analysis and comparison of the dependent sample t-test results of the differences in scores of the pre-test and post-test. It was found that the students' learning interest and learning effectiveness after the application of the above-mentioned mathematics teaching materials, and the teaching competence of the teachers was also improved.

摘要.........................................................iv
誌謝.........................................................vi
目次.........................................................vii
表目錄..................................................ix
圖目錄..................................................x
第一章 緒論..................................................1
第一節 研究背景與動機.....................................1
第二節 研究目的...........................................6
第三節 重要名詞釋義.......................................7
第四節 研究範圍與限制.....................................10
第二章 文獻探討..............................................12
第一節 補救教學..........................................12
第二節 行動研究..........................................15
第三節 影響數學學習相關研究...............................17
第三章 研究設計與實施.........................................20
第一節 研究對象..........................................20
第二節 研究設計..........................................22
第三節 研究程序..........................................25
第四節 研究工具..........................................27
第五節 資料分析..........................................50
第四章 結果與討論............................................51
第一節 學生數學學習成效檢驗及課堂學習投入情況描述...........51
第二節 研究者反思自我教學成長的歷程及教學知能成長的情形......56
第五章 結論與建議............................................63
第一節 結論..............................................63
第二節 建議..............................................64
參考文獻......................................................66
附件
附件一 學生家長同意書.....................................71
附件二 「扇形」教案設計...................................72
附件三 「正方體和長方體」教案設計..........................90
附件四 數學學習興趣量表...................................115
附件五 教學反省札記.......................................116
附件六 數學第十冊第三單元前測評量試題.......................118
附件七 數學第十冊第四單元前測評量試題.......................120
附件八 數學第十冊第三單元後測評量試題.......................122
附件九 數學第十冊第四單元後測評量試題.......................124

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