閱讀策略融入國小數學科教學對於學生學習動機與成效之影響：以南投縣某國小三年級為例

The Impact of Integrating Reading Strategies into Mathematics Teaching on Students' Learning Motivation and Outcomes: Taking the Third Grade of an Elementary School in Nantou County as an Example

10.6575/JILA.202406_(104).0001

林巧敏(Chiao-Min Lin)；彭家文(Jia-Wen Peng)

閱讀教學 ； 閱讀理解策略 ； 學習動機 ； 學習態度 ； 學習成效 ； Reading teaching ； Reading comprehension strategies ； Learning motivation ； Learning attitude ； Learning effectiveness

圖資與檔案學刊

104期（2024 / 06 / 15）

1 - 37

繁體中文;英文

本研究旨在探討閱讀理解策略融入國小三年級數學教學對於學童學習動機及學習成效之影響，研究採前實驗研究法的單組前後測設計，以南投縣某國小三年級18位學生為對象，進行8週教學實驗，採用「數學學習動機量表」、「數學學習態度量表」、「數學測驗題本」為研究工具，進行教學前後測分數之成對樣本t檢定，探討經過閱讀理解策略融入教學後，對於學生學習動機及學習成效的影響是否達到顯著差異。研究結果顯示閱讀策略融入數學教學，在學習動機及學習成效方面皆有提升，且達到統計顯著差異，學童對於閱讀策略融入數學教學的好感度也高於傳統教學方式。

This research aims to investigate the impact of integrating reading comprehension strategies into mathematics teaching for third-grade elementary school students on their learning motivation and learning outcomes. The research adopts a pre-experimental method with a one-group pretest-posttest design. The targets of teaching are 18 third-grade students from an elementary school in Nantou County who participated in an 8-week teaching experiment. The research tools include the "Mathematics Learning Motivation Scale," the "Mathematics Learning Attitude Scale," and the "Mathematics Test Paper." Paired sample t-tests are conducted on pre- and post-teaching test scores to explore whether integrating reading comprehension strategies into teaching has a significant impact on students' learning motivation and learning outcomes. The results show that integrating reading strategies into mathematics teaching enhances both learning motivation and learning outcomes, reaching statistical significance. Moreover, students' preference for integrating reading strategies into mathematics teaching is higher than for traditional teaching methods.