國小數學素養導向的課程設計與教學實踐——以包裝臍橙的探究與實作為例

Literacy-Oriented Curriculum Design and Teaching Practices for Elementary School Mathematics: Inquiry and Application through Packaging Navel Oranges

新課綱的素養導向教學強調學習與生活的結合，將知識概念與內容帶入生活情境中，透過探究和實作的歷程，學習知識、解決問題、培養能力，實踐所謂素養導向之學習。本研究團隊為了解素養導向教學的實踐歷程和教師將面臨的挑戰以及學生的學習感受，以數學柱體體積的計算之學科內容，結合包裝在地物產「臍橙」為教學主題，製作臍橙禮盒致贈親友，讓數學的學習與生活情境連結，實踐素養導向的教學。

本研究採質性的參與式觀察和訪談來進行，以26位國小六年級學童為研究對象，透過課程設計、教學實施以及教學研究，來探究適合國小數學科素養導向的課程設與教學實施歷程；探討實施數學科素養導向教學時，教學者所面臨的挑戰；以及了解學生參與數學科素養導向課程的情緒感受。研究發現：

一、數學科素養導向的課程設計與教學實踐歷程，朝跨領域、任務導向、動手操作的方向努力，提供教師彈性調配課程的空間，有利於課程設計與教學的實踐。

二、面對數學科素養導向教學的挑戰，教師須面對個人的課程意識、教學風格和理想課程之間的磨合，教師需以開放的教學思維，接納探究與實作過程中的紛亂，以學習者為中心，打造探究與實作的教學環境。

三、實施數學科素養導向的課程，可減少學生對數學課反覆計算練習的刻板印象，帶給學生正向的學習情緒，提升學生在數學探究思維的廣度。

 

The competency-based teaching of K-12 curriculum guidelines emphasizes the integration of learning and life, bringing knowledge concepts and content into real-life contexts. Competency-based teaching promotes knowledge acquisition, problem solving, and skill development through the processes of inquiry and application. The aim of this study tries to 1) explore the curriculum design and teaching process applicable to literacy-oriented mathematics at elementary school level. 2) investigate the challenges of teaching literacy-oriented mathematics to teachers. 3) understand the attitudes of students engaged in literacy-oriented mathematics classes.

The course used in this study combined the understanding and calculation of cylinder volume with the gift box packaging of locally grown navel oranges. The navel orange gift boxes made by students were presented to relatives and friends, thereby bridging mathematics knowledge and real-life scenario effectively.

In this qualitative study, participatory observation and interviews were performed based on 26 sixth-grade elementary school students’ intact class. The challenges faced by teachers during the implementation of literacy-oriented mathematics course and the attitudes of students participating in the mathematics course were analyzed. Based on the result, three major findings are listed in the following. First, flexibility in curriculum design and deployment should be given, which was conducive to curriculum design and teaching practices. Second, when applying literacy-oriented teaching to mathematics, teachers might encounter tension between their own curricular consciousness, teaching styles, and the ideal curriculum. Teachers are encouraged to be open-minded, accept the chaos of the inquiry and application processes, and be learner centered. Finally, literacy-oriented mathematics courses can counteract stereotypes about math classes by conferring pleasant learning emotions upon students and stimulating their inquisitive thinking about math.