國中數學彈性學習課程情意領域教學成效之個案研究

A Case Study on Affective Domain Education Effectiveness of an Alternative Curriculum for Junior High School Students

本研究設計融入「數學史、數學常識、實作活動」之七年級彈性學習課程，實施於一所國民中學，依據詮釋學觀點應用訪談與文件分析等方式蒐集資料，探究學生詮釋的轉變以及情意領域潛在課程的教學成效。研究發現，整合數學史、數學常識與實作活動的課程能轉變學生對學習數學的詮釋、啟發數學學習動機與興趣、增進情意領域學習成效，以及促進學習遷移，據此，再為國民中學數學彈性學習課程規劃與實踐提出具體建議。

This study designed an alternative curriculum for seventh-grade students based on history and pedagogy of mathematics (HPM), mathematical common sense, and practical activities, and was implemented in a junior high school. From the hermeneutics perspective, this study utilized interview and document analysis to investigate students’ interpretive changes and the instructional effectiveness of hidden curriculum in the affective domain. Findings indicate that integrating HPM, mathematical common sense, and practical activities could transform students’ interpretations of learning mathematics, inspire motivation and interest in learning mathematics, and enhance affective domain learning outcomes as well as learning transfer. Recommendations are proposed for the planning and implementation of mathematics alternative curriculums for junior high schools.