直接教學模式應用在國中資源班學生數學學習成效之研究
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2006
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本研究旨在探討「直接教學模式」對增進國中資源班學生數學成就、數學態度的效果以及對直接教學模式滿意程度。以新竹市三民國中資源班四名二年級學生為研究對象，採取個案研究模式的研究方法，以自編的「數學成就測驗」、「數學態度量表」及「直接教學法滿意度問卷」為評量工具，將所得的質與量的資料進行分析，以探討學生的數學學習成效。主要研究的發現及結論說明如下：
一、在數學成就方面，經過DI教學後，四位學生無論在總題數或各題型的答對百分比表現上，均較教學前有明顯進步，且具有保留效果。其中又以計算題方面最明顯。
二、在數學態度方面，經DI教學後，四位學生在數學學習的態度多較教學前有明顯的正向改變，其中以「成功學習數學」的態度改變最大。
三、在直接教學模式滿意度方面，除了三位學生在半圓型座位安排方面表示不滿意，其餘受試皆很滿意直接教學模式之教學方式。其中以「列舉正負例」、「多單元設計」及「累積複習」方式，滿意度最高。
本研究除針對上述研究結果加以探討外，並綜合研究結果與研究限制提出實際教學及未來研究之相關建議。
關鍵詞：直接教學模式、資源班、數學成效
The purpose of this study was to explore and discuss the effects of Direct Instruction (DI) on enhancing math achievement and math attitude for resource-room students. Case study design was employed to four 8th grade students in a junior high school. Data were collected through a teacher designed Math Achievement Test, Math Attitude Test of Fennema-Sherman（1976）and Direct Instruction Consumer Satisfaction Questionnaire. Both quantitative and qualitative data were analyzed in this study. The main findings of this study were as follows: 1. After receiving DI math instruction, four students’ math achievement were improved and the effects were maintained as well, especially on computation. 2. In Math Attitude Test of Fennema-Sherman（1976）, four students produced better positive attitudes toward mathematics than before. 3. Only three of four students were not satisfied with the seating arrangement, the other students felt satisfactory about all factors of DI. According to the results and research findings, some suggestions for math instruction and future studies were made in this study. Keywords: Direct Instruction, resource-room, math achievement.
The purpose of this study was to explore and discuss the effects of Direct Instruction (DI) on enhancing math achievement and math attitude for resource-room students. Case study design was employed to four 8th grade students in a junior high school. Data were collected through a teacher designed Math Achievement Test, Math Attitude Test of Fennema-Sherman（1976）and Direct Instruction Consumer Satisfaction Questionnaire. Both quantitative and qualitative data were analyzed in this study. The main findings of this study were as follows: 1. After receiving DI math instruction, four students’ math achievement were improved and the effects were maintained as well, especially on computation. 2. In Math Attitude Test of Fennema-Sherman（1976）, four students produced better positive attitudes toward mathematics than before. 3. Only three of four students were not satisfied with the seating arrangement, the other students felt satisfactory about all factors of DI. According to the results and research findings, some suggestions for math instruction and future studies were made in this study. Keywords: Direct Instruction, resource-room, math achievement.
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直接教學模式, 資源班, 數學成效, Direct Instruction, resource-room, math achievement