| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 92 === The purpose of this study was to implement the value-oriented PCDC instructional model in two mathematics classrooms of junior high school, especially to explore into the teaching process of this model, and to investigate these students’ sanction of several values in mathematics education. The methodology adopted in this study was participatory action research. Two classes of 8th grader were the experimental group, and the other two classes of 8th grader were the control group. The implementation teaching was for three semesters. The first two semesters carried on the teaching with the ready-made teaching material, and the last semester carried on the teaching with quite a lot teaching material developed by the teacher herself. Data collection included teaching journals, classroom observations, field notes, value-oriented teaching material, questionnaires, interviews, and video tapes. Data analysis included content analysis and t-test with the SPSS.
The findings of this study were: First, in implementing the value-oriented PCDC instructional model, the practicing principle of environment, task, guidance, analysis, which are the four key points of the PCDC for the teaching cycle, was as the followings respectively: (1) Environment: the arrangement for the grouping of students, the equilibrium of relationship among teachers and students and classmates, and the formation of the conventional culture in the mathematics classroom. (2) Task: Considering six points beforehand, finding the suitable situation, designing questions according to the core concepts and the teacher’s intended values, notice that the steps between questions and questions, discussing with other math teachers, noticing the rectification when teaching, rectifying the material to the advantage of teaching next time. (3) Guidance: Propose the questions that may trigger and challenge students’ thinking, listen attentively to student's ideas, request students to clarify and defend their ideas by speaking and writing, grasp the students’ ideas that need to be profound or to enclose the mathematical symbol and language, monitor student's opportunity of participation in discussion, and encourages each student to participation. (4) Analysis: Multiple analyzing that referring the literature, professor’s instruction, discussion with colleagues, visiting teaching displays, students’ interviews, learning journals, classroom observations, video tapes, questionnaires, teaching journals, is in order to improve the tasks or questions of teaching deeply and objectively, and understand how students’ feel. Second, after implementing the value-oriented PCDC instructional model, the students’ sanction of values in mathematics education was approach to the intended values of this study. Finally, compared with the control group, the experimental group’ sanctions of values in these six values: openness, progress, practical, interesting, rationalism, and training were extremely or very significant higher.
Key words: value, values-oriented, PCDC, mathematics education, action research.
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