國小教育機構學習態度、網路學習社群對數學科學習成效模式之建構與驗證

Constructing and Implementing a Conception Model of Learning Attitude%2C Web-based Learning Community and Learning Achievement of Mathematics for Primary Education Institutions

近年來，隨着十二年國民義務教育的實施，學生在各教育階段的學習成績都受到關注，尤其是國民小學（下稱國小）學生的數學科教育更受到教育當局、學校機關及家長重視。傳統根深柢固的觀念認為，數學科學習成效屬於國家教育的重要議題，要從加強學生本身的學習態度着手，才能有效促進數學科的學習成效。此外，無線網路發達促使國小學生網路學習社群的發展，然而這些社群除了提供各種數學補救教學 平台或是大專生偏鄉遠距課輔學習活動外，仍需注意其中介影響效果，以利提升學生的數學科學習成效。研究顯示，國小學生的學習認知、情感認知及反應行為有助提升數學科的學習成效，因為在網路學習社群的影響下，愈正確的學習認知，正向影響 國小學生數學科學習成效的程度亦會愈高。此外，網路學習社群對於學習態度與數學科學習成效具有正向的部分中介效果。因此，本研究針對台灣台南市國小學生的數學科學習成效進行研究，期盼相關單位或機關能重視研究的建議，據以改善國小學生的學習態度，以提高數學科學習成效。

This study， conducted in 2014， aimed to explore web-based learning community as a mediator between learning attitude and learning achievement of mathematics in primary education institutions. The effective sample included 309 students. A research model of learning attitude， web-based learning community and learning achievement of mathematics was proposed and tested by using structural equation modeling. Results demonstrated that web-based learning community was a mediating factor in the relationship between learning attitude and learning achievement of mathematics. The findings suggest not only that it is important to consider learning attitudes in understanding students’ learning achievement of mathematics， but also that web-based learning community plays an important role in this relationship. Based on the research findings， the author puts forward a number of relevant directions and implications of findings for school authorities. Finally， the author provides some suggestions for future research.