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# 中 華 大 學 碩 士 論 文

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## 中 華 大 學 碩 士 論 文

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### ABSTRACT

The purpose of this research is discussing high school students’ attitude toward studying mathematics and method of learning mathematics.

In order to serve the fore-mentioned purpose, this research is based on a related questionnaire that extracts 525 high school students as the object for the study, and carries out the discussion on individual study mathematics attitude and the method.

The data inspected by card side assignment and cross-over analysis in statistics are divided into basic data and phenomenon.

According to the research, we make the following conclusions.

(1) Most of the third grade students choose cooperation study method to solve their

mathematics question. It is important to promote cooperation study for the first grade students as well as to the second grade students.

(2) The proportion of boys and girls is not average (the number of boys is more than the one of girls). Taking sample numbers, sex, area, difference between city and county into consideration will make the research more objective.

(3) Low achievement students rather care their grade in mathematics than spend their time studying mathematics. It is a teacher’s duty to help students develop interest in mathematics and encourage students to spend much more time practicing mathematics.

Above mentioned suggestions are worth of going a deep research in the future.

Keywords: study attitude, attitude, study method, mathematics teaching, study interest

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ABSTRACT………ⅱ

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### 第一節 研究背景與動機

「老師，數學好難喔！學數學到底有啥用處？」這是身為高中老師的我，在課堂 上最常遇到學生至感疑惑、常常發問的問題。近年來，台灣學生的數學能力每下愈況，

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### 第一節 影響學習態度與方法因素變項之相關研究

Bergin(1999)也表示，提高學生在課堂上的連繫感，加強學生對於學習任務的認 同，例如，以分組活動來提高課程的新穎性，提供學生與學生間的合作機會，都可增 進學生的連繫感，促進其學習樂趣。

Hidi(2001)的研究發現，提高學習者的學習興趣將有可能提昇其認知功能、堅持、

Krapp(2003)指出，學習者對學習活動感興趣而學習的時候有兩種情況，其一為

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Schraw 等人(2001)近來的研究顯示，個體的自主需求對於學習興趣有補償作用，

### 第二節 學習數學的態度與方法之相關文獻

Wheatley(1991)認為知識的建構可以經由同儕之間以及師生之間的交互作用有效 地達成，所以同儕的合作學習方式被高度的肯定。教師若能運用適當的教學策略，給 予學生適性的指導，定能提升他們的數學學習態度與成就 。

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### 第三節 統計相關名詞

(一)虛無假設：社會科學研究並不直接檢定研究假設，而是先成立與研究假設相反 的虛無假設，檢驗虛無假設，進而間接檢驗研究假設，此目的在避免抽樣誤差，

(二)對立假設：指研究者所欲探討的假設。簡寫為 H1，又稱為研究假設。

(三)α：P(reject H0 | H0 is true) 。即當虛無假設為真的情況下，我們卻拒絕虛無假 設所產生的型 I 誤差的機率值。

(四)卡方檢定：主要在處理類別資料的檢定，依序為：

●適合度檢定：通常用來檢定母體是否為某一特定分配。

●獨立性檢定：用來檢定母體中的各項特性間是否會互相影響。

●齊一性檢定：交叉表(Contingency Table)中的列（或行）代表不同的母體，而 且檢定主旨在於比較各母體的異同。(本問卷即用此方式來檢定)

(五)P-Value(值)：所謂 P-值，就是統計決策域的機率值。

「P-值法」的決策規則: 使用 P-值決定是否拒絕 H0很簡單。只要將 P-值與α相 比較就行了。若 P-值<α則拒絕 H0；反之，則接受 H0

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0 100 200 300 400

323人

202人

50 100 150 200

192人

161人

172人

100 200 300 400

197人

328人

### 一、問卷基本資料的直方圖：

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0 100 200 300 400 500

29人

31人

410人

15人

100 200 300 400 500

459人

8人 22人 36人

100 200 300

160人

315人

42人

8人

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3萬以下 3~6萬 6~10萬 10~15萬 15萬以上 圖 七 家 庭 收 入

0 50 100 150 200 250 300

120人

293人

98人

8人 6人

0分~34分 35分~69分 70分~100分

50 100 150 200 250 300

26人

260人

239人

50 100 150 200

197人

137人

98人

25人

68人

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30.7%

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1.9% .0% 30.7%

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### 16.2%

3.4% 32.8%

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% 6.3% 15.0% 11.8% 1.3% 2.1% 36.6%

% 3.2% 12.0% 12.0% 2.3% 1.1% 30.7%

% 3.2%

### 16.8%

11.0% .8% 1.0% 32.8%

% 12.8% 43.8% 34.9% 4.4% 4.2% 100.0%

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3.6% 32.8%

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%

### 24.8%

21.7% 15.0% 61.5%

% 11.8% 9.0% 17.7% 38.5%

% 36.6% 30.7% 32.8% 100.0%

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61.5%

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1小時

3小時 以上

### 26.7%

14.5% 10.1% 2.1% 8.2% 61.5%

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### 24.8%

16.4% 5.5% 5.3% 61.5%

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12.0% 61.5%

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13.3% 61.5%

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18.1% 61.5%

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### 24.2%

21.9% 5.5% 3.4% 61.5%

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### 23.5%

22.7% 2.9% 2.7% 61.5%

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### （三） 「家長教育程度」對各項資料的交叉分析表：

10~15 萬

15萬 以上

% 10.9% 15.8% 3.8% .0% .0% 30.5%

% 9.9%

### 35.6%

13.3% .8% .4% 60.0%

% 2.1% 4.4% 1.5% .0% .0% 8.0%

% .0% .0% .0% .8% .8% 1.5%

% 22.9% 55.8% 18.7% 1.5% 1.1% 100.0%

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% 6.9% 12.0% 9.9% 1.3% .4% 30.5%

% 13.5%

### 21.7%

20.0% 3.8% 1.0% 60.0%

% 2.1% 2.9% 1.5% 1.5% .0% 8.0%

% .0% 1.1% .4% .0% .0% 1.5%

% 22.5% 37.7% 31.8% 6.7% 1.3% 100.0%

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### （四） 「家庭收入」對各項資料的交叉分析表：

3萬 以下

% 19.4% .0% 1.1% 2.3% 22.9%

3~6萬

%

### 48.2%

1.5% 1.5% 4.6% 55.8%

6~10萬

% 17.5% .0% 1.1% .0% 18.7%

10~15 萬

% 1.5% .0% .0% .0% 1.5%

15萬 以上

% .8% .0% .4% .0% 1.1%

% 87.4% 1.5% 4.2% 6.9% 100.0%

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3萬 以下

3~6萬

7.8% 55.8%

6~10 萬

10~15 萬

15萬 以上

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3萬 以下

3~6萬

### 20.2%

18.1% 2.5% .6% 55.8%

6~10 萬

10~15 萬

15萬以 上

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### （五） 「管教方式」對各項資料的交叉分析表：

% 4.2% .0% .8% .6% 5.5%

% 12.8% .0% .8% .0% 13.5%

%

### 68.4%

1.5% 2.7% 5.5% 78.1%

% 2.1% .0% .0% .8% 2.9%

% 87.4% 1.5% 4.2% 6.9% 100.0%

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15萬以 上

### 43.4%

14.1% .8% 1.1% 78.1%

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14.1% 78.1%

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25.0% 78.1%

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### （六） 「數學成績」對各項資料的交叉分析表：

1小時 以內

1~2 小時

2~3 小時

3小時

0分~34分

% 3.0% .8% .0% .2% 1.0% 5.0%

35分~69分

%

### 20.0%

13.9% 8.6% 1.7% 5.3% 49.5%

70分~100分 個數 76 60 53 15 35 239 總和的

% 14.5% 11.4% 10.1% 2.9% 6.7% 45.5%

% 37.5% 26.1% 18.7% 4.8% 13.0% 100.0%

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0分~34 分

% .6% 1.5% 1.7% .4% .8% 5.0%

35 分

~69分

% 5.0% 19.0% 15.6% 5.3% 4.6% 49.5%

70 分

~100分

% 6.7%

### 23.0%

9.7% 4.2% 1.9% 45.5%

% 12.2% 43.6% 27.0% 9.9% 7.2% 100.0%

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0分~34 分

% 1.1% .2% 2.1% .8% .8% 5.0%

35分

~69分

% 7.0% 9.3% 11.6% 15.4% 6.1% 49.5%

70分

~100分

% 2.1% 5.1% 11.4%

### 16.6%

10.3% 45.5%

% 10.3% 14.7% 25.1% 32.8% 17.1% 100.0%

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0分~34 分

% .2% 1.7% 1.5% .8% .8% 5.0%

35分

~69分

% 4.0% 7.0% 17.9% 16.6% 4.0% 49.5%

70分

~100分

% 1.5% 5.0% 13.9%

### 16.8%

8.4% 45.5%

% 5.7% 13.7% 33.3% 34.1% 13.1% 100.0%

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0分~34 分

% 1.0% .2% 1.9% 1.5% .4% 5.0%

35分

~69分

% 5.3% 4.8% 16.4% 14.9% 8.2% 49.5%

70分

~100分

% 2.1% 2.3% 14.7%

### 17.1%

9.3% 45.5%

% 8.4% 7.2% 33.0% 33.5% 17.9% 100.0%

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0分~34分 個數 9 5 9 0 3 26

35分~69分 個數 61 94 68 29 8 260 百分比 11.6%

### 17.9%

13.0% 5.5% 1.5% 49.5%

70分~100分 個數 39 84 81 26 9 239 百分比 7.4% 16.0% 15.4% 5.0% 1.7% 45.5%

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0分~34 分

% .6% 1.9% 1.1% .8% .6% 5.0%

35分

~69分

% 9.0% 21.5% 15.6% 1.7% 1.7% 49.5%

70分

~100分

% 11.2%

### 22.9%

10.1% 1.1% .2% 45.5%

% 20.8% 46.3% 26.9% 3.6% 2.5% 100.0%

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### 19.6%

6.7% 43.6%

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