臺灣博碩士論文加值系統

本研究的目的在於解決國中數學資優生其特殊學習需求在普通常態班級中常被忽略的問題。以學校本位課程為基礎，發展建構取向的加速教學計畫。並採用行動研究的方式，進行為期一個學期的教學活動，希望在實施、反省、修正和再實施的歷程中，達到加速教學的目的，並提升數學資優生的數學學習能力及學習態度。研究對象為研究者任教國中的八年級學生，先由各班的數學教師推薦適合的學生，再以八年級下學期以前的數學段考平均成績為依據篩選前5%的學生，總共25名，成為本研究的研究對象，並透過「社團活動」的方式實施教學，利用社團活動時間並採隔週上課的方式，每次上兩節課，為期16週，為達加速教學的目的，數學資優教學計畫的教學內容選擇國中九年級數學課程中的三個主題－「二次函數」、「點、直線與圓的關係及兩圓的位置關係」和「圓心角、圓周角與弦切角」，以濃縮課程的概念改編為適合研究對象的教材。研究資料的來源包括了紙筆測驗、學習單、上課觀察紀錄、上課回饋表及晤談紀錄等。研究的結果發現，本研究中的研究對象的正規數學課程成就表現，在數學資優教學計畫實施期間，是呈現正向的成長，說明本研究的數學資優教學計畫可以和正規數學課程並行無礙，因此，除了正規數學課程以外，可以額外為國中數學資優學生設計數學資優教學計畫，以更符合國中數學資優學生的特殊學習需求。同時，數學資優課程的單元成就測驗結果也顯示，研究對象經由本研究的教學的確可以達到優異的加速學習。數學學習態度的觀察向度則分為「數學學習方式的心態」和「數學溝通能力」。在「數學學習方式的心態」方面，透過本研究的數學資優教學計畫可以有效使研究對象的數學學習方式由「教師主導」的方式轉變為「學生主導」的方式，提升主動學習的信心。而且在充分參與討論的過程中，也能有效地達成培養研究對象「數學溝通能力」的目標。

The purpose of this research is to solve the problem that the special learning needs of mathematical gifted students of junior high school that are often neglected in the regular classroom learning. The research subjects are grade eight students of junior high school. They are selected by the recommendation of their mathematical teachers and their mathematical academic performance must be on the top 5% of the school. Finally, 25 students are selected as our subjects and accepted acceleration curriculum of mathematics that developed by this research. The curriculum adopted the concepts of school-based and acceleration curriculum, and the teaching implementation base on constructive approach. There are three topics of mathematics domain are chosen to be the teaching materials, include ‘Circle’, ‘Quadratic function’ and ‘Central Angel and Angle of Circumference’. Action research was adopted as our method, and math club as our teaching form. Teaching implemented once every two weeks, each time has two hours and last 16 weeks. Finally, we find that the mathematically gifted students can accept the accelerated mathematics course and have excellent performance on the test score of mathematics. At the same time, these mathematically gifted students are also improving their mathematical learning abilities and attitude which including community and self-learning abilities and so on.

目　　次
頁次
第一章 緒論………………………………………………………1
第一節 教學生涯的大轉彎…………………………………………………………1
第二節 教室裡被綁住翅膀的小鳥…………………………………………………4
第三節 從「讀書」到「學習」……………………………………………………10
第四節 教室不該是困住學生的牢籠………………………………………………14

第二章 文獻探討………………………………………………17
第一節 資優教育…………………………………………………………………17
第二節 濃縮課程…………………………………………………………………34
第三節 適合數學資優學生的教學……………………………………………38
第四節 給數學資優學生的評量…………………………………………………47
第五節 九年一貫制度下的資優教育課程：學校本位課程…………………50
第六節 我的定位…………………………………………………………………58

第三章 研究方法……………………………………………59
第一節 研究對象與背景…………………………………………………………59
第二節 研究工具與蒐集資料………………………………………………………63
第三節 研究流程與設計……………………………………………………………69
第四節 教學行動方案………………………………………………………………74
第五節 資料處理與分析……………………………………………………………79

第四章 研究結果與討論………………………………………81
第一節 建構取向的加速教學實施的歷程…………………………………………81
第二節 實施建構取向的加速教學的結果………………………………………100

第五章 結論與建議……………………………………………121
第一節 結論………………………………………………………………………121
第二節 建議………………………………………………………………………123

附錄A………………………………………………………………………………………126
附錄B………………………………………………………………………………………138
附錄C………………………………………………………………………………………141
參考文獻……………………………………………………………………………………142

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