National Changhua University of Education Institutional Repository : Item 987654321/6595

English | 正體中文 | 简体中文 | Items with full text/Total items : 6507/11669
Visitors : 30188951 Online Users : 429

RC Version 3.2 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.

Scope Adv. Search

Login ‧ Upload ‧ Help ‧ About ‧ Administer

NCUEIR > College of Education > Graduate Institute of Education > Dissertations and Theses > Item 987654321/6595

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6595

Title:	國高中數學課程銜接問題及因應策略之研究
Other Titles:	An Investigation on Curriculum Articulation Problems And Related Coping Strategies Between Junior High Schools And Senior High Schools—Taking Math Subject for An Example
Authors:	龍盈江
Contributors:	林素卿龍盈江 Ying-Jiang Long
Keywords:	課程銜接;因應策略;數學課程;國中;高中 curriculum articulation;coping strategy;math subject;junior high school;senior high school
Date:	2006
Issue Date:	2010-12-03
Description:	碩士教育研究所
Abstract:	本研究以「國高中數學課程銜接問題及因應策略」為研究目的，為達成研究目的，主要是採用質性研究之深度訪談法及文件分析法，共抽取八位中部四縣市公立高級中學之高一數學教師進行訪談，並蒐集與研究主題相關的文件，以相互校正資料。根據訪談資料與文件分析結果，本研究獲致的結論如下：壹、國高中數學課程銜接問題之現況一、目標層面：高中著重邏輯思考與解決問題能力的培養；國中強調計算能力的訓練，此差異將影響學生在高中數學學習的適應。二、教法層面：國中著重於習題的演練，流於機械化計算，不同於高中偏重思考能力的培養，因而學生思考能力、工具性運算能力不足，難以順利適應高中數學課程。三、教材層面：國中教材侷限於基測考試內容，遺漏部分基礎單元，導致無法銜接高中數學教材。四、評量層面：國中基測單考選擇題，因而學生在證明題與計算題訓練不足，影響其邏輯思維與書寫計算過程的能力，在高中數學學習將產生困難。貳、因應策略之現況一、教育行政單位：包括銜接手冊的提供、辦理研習及增加一節高一數學課程，以做銜接教學之用。二、學校：包括節數補助；尊重教學研究會與教師在銜接教學相關決策之專業自主權；督促老師做好銜接並給予支持。三、教師因應策略：教學過程中放慢進度，留意學生學習經驗，並要求學生需作筆記；此外，透過每天習題指派讓學生多作練習，從簡易的題目慢慢深化，使之獲得成就感後養成書寫習題的習慣；評量時將計算過程列為評量重點；引導其未來人生目標以調整學生心態，並告知學習方法，使之瞭解學習是為了個人，因而主動學習。參、高中數學教師遭遇之困境與需要的協助一、遭遇的困境：包括時間不足，課程無法教完；升學導向，導致教學無法正常化；家長參與不足；設備不足，難以調整教學；學生學習經驗分歧大，銜接教學不易；研習參與困難，老師進修機會少；老師教學負荷量沈重，難以兼顧全部學生。二、需要的協助：考量兩階段數學課程銜接需求，課程編制上應加強其順序性與繼續性，並調整升學考試之難易度與題型。此外，應尊重教師銜接教學之專業自主，提供教學設備、節數補助與課程銜接之相關訊息，並引入家長的參與，協助教師因應課程銜接。肆、建議根據本研究結果，擬對教育行政機構、學校單位、教師及未來後續研究，提出具體建議。 The main purpose of this study was to investigate the problem of curriculum articulation in math subject between junior high schools and senior high schools. Some related coping strategies were also addressed. Eight interviewees were math teachers drawn from different senior high schools in central Taiwan. Interview and the document analysis were applied to collect data. The findings indicated (1) the factors affecting curriculum articulation included the differences in teaching objectives, methods, content, evaluation and students’ learning attitude. (2) Several strategies were implemented to cope with curriculum articulation including the handbook, workshop, one more math session, adjusting instruction method and teaching materials, evaluating students’ learning progress, providing adequate guidance on students’ learning methods and so on. (3) There were many challenges while senior high school math teachers to deal with curriculum articulation including inadequate amount of time for instruction, lacking parents’ involvement, insufficient teaching resources and equipments, students’ learning ability, pressure of entrance examination, curriculum discontinuity, lack of professional development opportunities. Suggestions to improve the problems of curriculum articulation between junior high schools and senior high schools in the future were also included.
Appears in Collections:	[Graduate Institute of Education] Dissertations and Theses

Files in This Item:

File	Size	Format
index.html	0Kb	HTML	568	View/Open

Loading...