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請使用永久網址來引用或連結此文件:
http://nhuir.nhu.edu.tw/handle/987654321/21892
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| 題名: | 生命教育融入高職數學科教學成效之研究 |
| 其他題名: | The Study of the Effects of Life Education Integrated Mathematic Teaching into Vocation High School |
| 作者: | 姚文雯
Yao, Wen-wen |
| 貢獻者: | 生死學研究所
蔡明昌
Ming-chang Cai |
| 關鍵詞: | 生命教育;高職數學科;融入;教學成效
Life Education;Teaching Effects;Vocational High School Mathematic Teaching;Integrated |
| 日期: | 2005 |
| 上傳時間: | 2015-07-06 14:57:27 (UTC+8) |
| 摘要: | 本研究主要目的是為了解生命教育融入數學科教學活動：一、對學生數學課程的學業成績之影響。二、是否提昇學生數學課程之情意學習。三、對其生命教育目標的達成情況。四、對學生自我概念、人際關係、理財金錢觀、人與自然環境之立即性影響。五、依據研究結果，提出具體建議作為教育單位、數學科教師實施融入式生命教育課程規劃之參考。 本研究採準實驗研究法進行，以嘉義市某高級中學綜合高中部，選謮職業學程二年級二個班為對象。樣本為實驗組─融入式教學與對照組，實驗過程為一學期，融入式生命教育教學課程為315分鐘；對照組未施予任何實驗處理，僅進行原訂之數學課程。 「生命教育成效」方面，以「生命教育成效量表」之前測、後測及追蹤測分數、各單元學習單、回饋單及訪談記錄為評量工具。以「獨立樣本單因子共變數分析」（ANCOVA）進行統計分析， 值定為.05，據以考驗各研究假設。 研究結果歸納如下：一、 生命教育教學成效方面(一) 自我概念：無立即性及延宕性之影響(二) 人際關係：無立即性及延宕性之影響(三) 理財金錢觀：無立即性影響、具延宕性之影響(四) 人與自然：無立即性影響、具延宕性之影響 二、 數學科教學成效方面(一) 實驗組學生肯定生命教育融入數學課程之教學設計，認為可增加對原課程之學習動機。(二) 融入式教學不影響學生數學科成績。
The main purposes of this research are: First, to understand the effects of mathematic teaching activities integrated with life education on students’ academic performance of mathematic course. Second, whether mathematic teaching activities integrated with life education improve students’ emotional learning of mathematic course. Third, the condition of achieving the goals of life education. Fourth, the immediate effects of mathematic teaching activities integrated with life education on students’ concept of self, interpersonal relationship, financial management, and human and natural relationship. Fifth, based on the research result, proposing concrete suggestions for education institutions and mathematic teachers’ references, while implementing integrated life education curriculum. This research adopts standard experimental method, using two vocational second-grade classes in a comprehensive senior high school in Chiai city as experimental subjects. Integrated teaching experimental samples and contrasting samples are included in the research and the whole process lasts a semester. The experimental group takes 315 minutes integrated life education curriculum while the contrasting group precedes the original mathematic courses without any experimental procedure. As to the effects of ＂life education＂, they’re measured and evaluated by the grades the pre-test, post-test and follow-up test of “Life Education Achievement Scale”, worksheets and feedbacks of every unit, and interview records. Using ANCOVA to proceed statistic analysis and the number .05 to examine the assumptions of the research.The research results are concluded as follows. I. The Aspect of the Teaching Effects of Life Education<i> Self Concept: no immediate and procrastinating influences.<ii> Interpersonal Relationship: no immediate and procrastinating influences.<iii> Financial Management: procrastinating influences but no immediate ones.<iv> Human and Natural Relationship: procrastinating influences but no immediate ones. II. The Aspect of Effects of Mathematic Teaching <i> Students in experimental group approve of the teaching design of mathematic curriculum integrated life education, and think that it can enhance the learning motivation of the original curriculum.<ii> The integrated teaching doesn’t influence students’ mathematic academic performance. |
| 顯示於類別: | [生死學系(生死學系碩士班,哲學與生命教育碩士班)] 博碩士論文-生死學系碩士班
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