體驗區
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| 篇名 |
課中補救教學對學生數學學習動機的動態影響
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| 並列篇名 |
The Dynamic Influence of Remedial Teaching on Students’ Math Learning Motivation
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| 作者 |
曾明基(Ming-Chi Tseng)
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| 中文摘要 |
本研究旨在探討課中補救教學對學生數學學習動機的動態影響。個案以國小五年級學生為研究對象，依據前一學期的數學補救教學測驗結果，將學生分為實驗組和控制組，實驗組學生有進行課中補救教學，而控制組的學生則無，透過密集性追蹤資料觀察實驗組和控制組學生參加課中補救教學前後，在每一天數學學習動機的動態變化。研究發現，進行課中補救教學前，實驗組相較於控制組在數學學習動機的初始隨機斜率較小，而在進行課中補救教學後，實驗組相較於控制組在數學學習動機的隨機斜率差異改變較大，顯示課中補救教學可正向且動態影響學生的數學學習動機。針對研究發現提出建議，供教育實務及未來研究參考。
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| 英文摘要 |
This research aims to explore the dynamic influence of remedial teaching on students’ math learning motivation. With students in the fifth grade of a certain elementary school as the research object, the students were divided into experimental group and control group based on the results of the math test in the previous semester. The students in the experimental group had remedial teaching in class, while the students in the control group had no remedial teaching in class. Through intensive longitudinal data, the dynamic changes in math learning motivation of the experimental group and control group students before and after participating in the remedial teaching were observed. The study found that before the remedial teaching, the students in the experimental group had a smaller random slope of math learning motivation compared with the students in the control group. After the remedial teaching, the students in the experimental group had a higher math learning motivation than the students in the control group. The difference in random slope shows that the remedial teaching can positively and dynamically affect the math learning motivation of students. Suggestions based on research findings for reference in educational practice and future research.
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| 頁次 |
071-091
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| 關鍵詞 |
動態結構方程模型
、數學學習動機
、課中補救教學
、興趣價值
、dynamic structural equation model
、math learning motivation
、remedial teaching in-class
、intrinsic value
、TSSCI
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| 卷期 |
44:4
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| 日期 |
202112
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| 刊名 |
教育與心理研究
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| 出版單位 |
國立政治大學教育學院
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| DOI |
10.3966/102498852021124404003
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