教育制度如何影響教學行為：十二年國民基本教育對小學數學領域教師教學策略之影響

How Education System Influences Teaching Behavior: The Teaching Strategy Choice of Elementary Math Teachers in the 12-Year Compulsory Education

胡惠純(Hui-Chun Hu)

十二年國民基本教育 ； 教學正常化 ； 國小數學領域 ； 12-year compulsory education ； teaching normalization ； elementary mathematics

嘉大教育研究學刊

32期（2014 / 03 / 30）

91 - 106

繁體中文

本文採文獻研究法探討制度與行為的互動關係。十二年國民基本教育的核心理念是教學正常化，也就是免試入學和常態分班。但常態分班的班級實際上缺乏有效率的競爭，因為資質差異過大，缺乏共同學習效法的榜樣，反而容易因人性怠惰而對學習產生消極對應或抗拒心理。教學方法或策略可以有很多種，不過十二年國民基本教育顯然並沒有考量如何引導教師採取適當教學策略以達成其核心理念。常態分班下教師如果能先影響一部分的學生－依據本文分析，低學習能力的學生是最好的起始對象－讓這些孩子的學習態度與學習績效明顯提升，則多數學生因人性使然不願意被視為落後者，而開始顯露積極學習的性向，進而影響全班平均的學習情緒和學習成就。

This paper introduces literature review to analyze the interaction between education system and teaching behavior. The major concept of the 12-year compulsory education is teaching normalization. Due to system design failure, it arises some problems as lack of effective competition in a class without ability differentiation, also lack of clear guidance for teachers to realize the good concept of normalization. Under the big picture of 12-year compulsory education system, mixed-ability grouping class usually lack of effective competition, because few students are gifted to be everlasting winners and role models in such class. But the teacher could change class climate by influencing underachievers positively, then the remaining, average majority, will take necessary steps to avoid being the new underachievers. The average learning attitude and outcomes of class could get lifted. This might be the best choice of teaching behavior under the rules of self-interest and lowest opportunity costs.

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