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研究生: 曾信喆
Tseng, Hsin-Che
論文名稱: 探討閱讀理解提示的類型對國中生數學建模問題的表現與閱讀興趣之影響
Effects of types of reading comprehension prompts on the performance and reading interest of middle school students in mathematical modeling problems
指導教授: 楊凱琳
Yang, Kai-Lin
口試委員: 鄭英豪
Cheng, Ying-Hao
王婷瑩
Wang, Ting-Ying
楊凱琳
Yang, Kai-Lin
口試日期: 2022/07/16
學位類別: 碩士
Master
系所名稱: 數學系
Department of Mathematics
論文出版年: 2022
畢業學年度: 110
語文別: 中文
論文頁數: 135
中文關鍵詞: 數學建模數學知識閱讀興趣閱讀策略閱讀理解
研究方法: 實驗設計法
DOI URL: http://doi.org/10.6345/NTNU202201027
論文種類: 學術論文
相關次數: 點閱:154下載:55
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  • 本研究旨在探討不同類型的閱讀理解提示是否會影響中學生數學建模問題的表現與閱讀興趣,並檢驗閱讀理解提示的方式、數學知識以及自覺閱讀策略對數學建模能力的影響,並依照建模能力對臺灣中學生的分群得知臺灣中學生建模能力的現況。基於此研究目的,本研究對臺灣228名八年級學生施測無閱讀理解提示以及兩種閱讀理解提示介入的數學建模問題、數學知識測驗以及閱讀情意與策略量表,共有223個有效樣本。研究發現:(1)閱讀理解提示的有無與種類皆無法顯著影響建模能力;(2)閱讀理解提示的有無與種類皆無法顯著影響閱讀興趣;(3)數學知識顯著地正向影響建構情境模型、假設變數、建構數學模型以及數學計算共四項建模能力。自覺閱讀策略僅顯著地正向影響假設變數的能力;(4)臺灣八年級學生的建模能力現況共分為三種,其中在三種建模能力分群中,僅數學知識的平均表現有顯著差異。由以上結論可推論閱讀理解無法對建模表現產生影響,數學知識到達一定程度後也無法再對建模表現產生影響。本研究建議教師可使用閱讀策略教學以提升臺灣中學生相對較弱的假設變數能力,並提出可能尚有變數會影響建模能力待釐清,仍需後續研究的共同努力。

    第一章 緒論 1 第一節 研究背景 1 第二節 研究動機 3 第三節 研究目的與研究問題 4 第四節 名詞界定 5 第二章 文獻探討 8 第一節 數學建模之相關研究 8 第二節 閱讀理解之相關研究 14 第三節 捷思 20 第四節 其他與數學建模子能力有關的因素 22 第三章 研究方法 25 第一節 研究設計 25 第二節 研究對象 28 第三節 研究工具 30 第四節 資料處理與分析 55 第五節 研究流程 63 第四章 研究結果 67 第一節 閱讀理解提示對建模能力與閱讀興趣之影響 67 第二節 預測建模能力 79 第三節 建模子能力的分群 92 第五章 研究結論與對未來研究建議 98 第一節 研究結論 98 第二節 研究建議 102 第三節 研究限制 103 參考文獻 104 附錄一 問卷知情說明書 108 附錄二 數學建模問卷(前導版) 109 附錄三 特定型閱讀理解提示(前導版) 116 附錄四 捷思型閱讀理解提示(前導版) 117 附錄五 數學建模 A 卷(正式版) 118 附錄六 數學建模 B 卷(正式版) 123 附錄七 數學建模 C 卷(正式版) 128 附錄八 數學知識測驗 133 附錄九 閱讀情意與策略量表 135

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