公職數學創造思考作業活動對學生學習成效之影響

Abstract

本研究主要在探討工職數學創造思考作業活動對學生創造思考能力、問題解決能力、數學學習態度、數學成績之影響及學習反應的情形，同時分析是否因數學成就高低而學習成效有所差別。 本研究採準實驗設計中的「不相等前後測控制組設計」，以九十三學年度，台北市私立泰北高中工業類科，高二學生為研究對象，以班為單位，在六個班級中隨機選取二班，一班為實驗組，接受工職數學創造思考作業活動; 另一班為控制組，實施傳統的作業方法，兩班皆由研究者親自擔任教學，教材均為工職數學第三冊內容，進行為期十二週之實驗活動。本研究的研究工具有： (一)吳靜吉（1998）新編創造思考測驗。 (二)拓弄思（1975）創造思考測驗。 (三)孫士雄（2001）所編之問題解決能力量表。 (四)數學學習態度量表。 (五)自編工職數學創造思考作業。 (六)自編學習反應調查問卷。結束後將創造思考測驗圖形、語文兩部分及問題解決能力量表之得分，以二因子多變項共變數分析法，進行統計分析，以數學學習態度量表得分進行t考驗，分析期末數學學習態度，最後以單因子共變數分析數學成績得分差異，研究結果如下： 一、接受工職數學創造思考作業活動的實驗組學生，在圖形創造思考能力分數，未顯著優於控制組。 二、接受工職數學創造思考作業活動的實驗組學生，在語文創造思考能力分數，未顯著優於控制組。 三、接受工職數學創造思考作業活動的實驗組學生，在問題解決能力分數，未顯著優於控制組。 四、工職數學創造思考作業活動圖形創造思考能力的進步效果，並不因學生的數學成就表現而有顯著差異。 五、工職數學創造思考作業活動對語文創造思考能力的進步效果，並不因學生的數學成就表現而有顯著差異。 六、工職數學創造思考作業活動對問題解決能力的進步效果，並不因學生的數學成就表現而有顯著差異。 七、接受工職數學創造思考作業活動的實驗組學生，在數學學習態度量表之分數，顯著優於控制組。 八、接受工職數學創造思考作業活動的實驗組學生，在數學分數之進步效果，未顯著優於控制組。 九、接受工職數學創造思考作業活動之實驗組學生對作業活動持正面的反應，且喜愛此作業活動。

The purpose of this study was to investigate the influence of creative thinking assignment activity (CTAA) of mathematics on the vocational industrial high school students, including the ability of creative thinking, the ability of solving problems, the learning attitude to math, the scores of math, and the reactions. It’s also to analyze the correlation between their math academic performance and learning effectiveness. This study adopted "nonequivalent pretest-posttest control group design", one of the quasi-experiment designs. The subjects of this study were the 2nd grade students of the industrial department of Private Taibei senior high school in school year 93 (2004). Class was taken as a unit. Two classes were randomly picked up from six. One of them was experiment group, who accepted the curriculum design of CTAA; and the other was control group, who applied the conventional method. Both of them were taught by the researcher with the same teaching material---Mathematics book III for vocational industrial high school. The experiment lasted for 12 weeks. The researching materials of this study were: (1) Dr. Wu Jing-Jin’s “Test of Creative Thinking” in 1998. (2) Torrance Test of Creative Thinking in 1975. (3) Dr. Sun Shi-Hsung’s “ Problem Solving Ability Inventory” in 2001. (4) Mathematics Learning Attitude Inventory. (5) Creative Thinking Assignment Activity (CTAA) of Mathematics on the vocational industrial high school developed by the researcher. (6) Learning Reaction Questionnaire developed by the researcher. According to the students’ creative thinking ability test of graphics and language and their scores of problem solving ability inventory, the statistical analysis was made by two-way multivariate analysis of covariance. By conducting t-test for the scores of the math learning attitude measurement, the analysis of math learning attitude was conducted at the end of the semester. Following by one-way multivariate analysis of variance, the variance of math scores was analyzed. The findings of this study are as below:

1. The experiment group students who accepted CTAA of mathematics for vocational industrial high school are not significantly better than the control group on the scores of graphics creative thinking ability. 2. The experiment group students who accepted CTAA of mathematics for vocational industrial high school are not significantly better than the control group on the scores of language creative thinking ability. 3. The experiment group students who accepted CTAA of mathematics for vocational industrial high school are not significantly better than the control group on the scores of problem solving ability. 4. The boosting effect of CTAA of mathematics for vocational industrial high school in graphics creative thinking ability does not have significant difference in students' academic performance. 5. The boosting effect of CTAA of mathematics for vocational industrial high school in language creative thinking ability does not have significant difference in students' academic performance. 6. The boosting effect of CTAA of mathematics for vocational industrial high school in problem solving ability does not have significant difference in students' academic performance. 7. The experiment group students who accepted CTAA of mathematics for vocational industrial high school are significantly better than the control group on the scores of learning attitude to math. 8. The experiment group students who accepted CTAA of mathematics for vocational industrial high school are not significantly better than the control group on the progress-effect of math scores. 9. The learning reactions of experiment group students who accepted CTAA of mathematics for vocational industrial high school are positive and favorable.