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研究生:王曉晴
研究生(外文):Hsiao-Ching Wang
論文名稱:國小學童數學課室目標結構、數學知識信念與學習行為組型關係之研究
論文名稱(外文):The Relations among Mathematics Classroom Goal Structures, Mathematics Epistemological Beliefs and Learning Behaviors of Elementary School Students
指導教授:林啟超林啟超引用關係
學位類別:碩士
校院名稱:東海大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:中文
論文頁數:140
中文關鍵詞:數學課室目標結構數學知識信念學習行為
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本研究旨在探討國小學童知覺的數學課室目標結構、對數學領域所抱持的知識信念與數學學習行為三者間之關係。本研究採用問卷調查法來探討研究目的,抽取彰化縣18所國小,共923名國小六年級學童為研究樣本,並以「數學課室目標結構量表」、「數學知識信念量表」與「數學學習行為量表」,作為本研究之研究工具。資料蒐集後以描述性統計、皮爾遜積差相關、賀德臨T2考驗、多元迴歸分析與階層迴歸分析等統計方法進行分析。
本研究之重要發現如下:
一、 國小學童知覺的數學課室目標結構現況具有中上水準之表現,即為精熟目標結構。
二、 國小學童數學知識信念現況具有中上水準之表現。
三、 性別在數學課室目標結構的知覺與數學知識信念方面並無顯著差異。
四、 在數學學習行為方面,男生的興趣高於女生,女生比男生較常使用訊息處理策略。
五、 學童知覺的數學課室目標結構與數學學習行為組型有顯著正相關;學童數學知識信念與數學學習行為組型有顯著正相關。
六、 課室目標結構中的「學習工作」、「認可與評量」與知識信念呈顯著正相關。「分組」與「學習的控制性」、「知識的權威性」呈顯著負相關,而與「知識的辯證性」呈顯著正相關。
七、 經由多元迴歸分析結果顯示,數學課室目標結構對學習行為、數學知識信念對學習行為與數學課室目標結構對數學知識信念均有顯著預測力。
八、 數學知識信念為數學課室目標結構與數學學習行為的中介變項。
The purpose of this study was to explore the relations of mathematics classroom goal structures, mathematics epistemological beliefs and learning behaviors to the students at elementary schools. The samples of the research were the 6th graders of elementary schools in Changhua County, collected from 18 elementary schools, altogether 923 students. The instruments used in the study included Mathematics Classroom Goal Structures Scale, Mathematics Epistemological Beliefs Scale, and Mathematics Learning Behaviors Scale. Data was analyzed by using descriptive statistics, Pearson’s product-moment correlation, Hotelling’s T2, multiple regression and hierarchical regression.
The main results of this research were following:
1. The level of elementary school students’ mathematics classroom goal structures was ranked as above average. In other words, the six-grade students’ perception of mathematics classroom goal structures was mastery goal structure.
2. The level of elementary school students’ mathematics epistemological beliefs was ranked as above average.
3. Gender didn’t have differences on mathematics classroom goal structures and mathematics epistemological beliefs.
4. There were significant differences on mathematics learning behaviors. Male students were high on interest than female students did. Female students were high on information-processing strategies than male students did.
5. The correlations between mathematics classroom goal structures and mathematics learning behaviors were significant. The correlations between mathematics epistemological beliefs and mathematics learning behaviors were significant.
6. There were positive correlations between mathematics classroom goal structures (task, recognition / evaluation) and mathematics epistemological beliefs. There were negative correlations between mathematics classroom goal structures (grouping) and mathematics epistemological beliefs (the control of knowledge acquisition and the authority of knowledge), but the correlation between grouping and the justification of knowledge was positive.
7. Either mathematics classroom goal structures or mathematics epistemological
beliefs could significant predict mathematics learning behaviors. Furthermore, mathematics classroom goal structures could positively predict mathematics epistemological beliefs.
8. Mathematics epistemological beliefs were the mediator between mathematics classroom goal structures and mathematics learning behaviors.
目次
目次 i
表目錄 iii
圖目錄 iv
附錄目次 V
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 5
第三節 待答問題 6
第四節 重要名詞釋義 7
第二章 文獻探討 11
第一節 知覺的課室目標結構之理論及其相關研究 11
第二節 知識信念之理論及其相關研究 26
第三節 知覺的數學課室目標結構、數學知識信念與學習行為組型之相關研究 46
第三章 研究方法 53
第一節 研究架構 53
第二節 研究假設 56
第三節 研究對象 57
第四節 研究工具 60
第五節 實施程序 72
第六節 資料處理 74
第四章 研究結果 75
第一節 學生知覺的數學課室目標結構、數學知識信念與學習行為組型現況之分析 75
第二節 性別變項在數學課室目標結構、數學知識信念與學習行為組型上差異之分析 79
第三節 學童知覺的數學課室目標結構、數學知識信念與學習行為組型之關係分析 81
第四節 國小學童知覺的數學課室目標結構對學習行為之預測分析 86
第五節 國小學童數學知識信念對學習行為之預測分析 88
第六節 國小學童知覺的數學課室目標結構對數學知識信念之預測分析 90
第七節 數學知識信念在數學課室目標結構與學習行為之間的中介效果 92
第五章 討論、結論與建議 99
第一節 討論 99
第二節 結論 109
第三節 建議 113
參考文獻 117
中文參考文獻 117
英文參考文獻 120
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