Action Research of Implementing Inquiry-oriented Instruction in an 11th Grade Mathemaitcs Classroom by Means of Cooeperative Learning

• Main Authors: Hsiu-Yen Shen, 沈秀燕
• Other Authors: Erh-Tsung Chin
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/12150723582737686333

碩士 === 國立彰化師範大學 === 科學教育研究所 === 103 === This research is aimed to explore not only the problems and their solving strategies encountered when putting cooperative learning and action research of mathematics exploration into action, but also the change of students’ achievement and attitude when learning mathematics. The subjects of this research are the researcher’s students, who major in social science in a community high school in Changhua. This research includes three cycles of action research and four midterm examinations. The first cycle begins with cooperative learning to cultivate students’ basic skills for teamwork. The second cycle is combined with inquiry-oriented instruction, which contains more teacher’s guide. In the third cycle, teacher’s guide is gradually reduced which is based on students’ learning condition. The researcher uses research diaries and student’s feedback as research materials to analyse the problems encountered when the teaching method is changed. Besides, the students’ learning effect is explained with the result of T-test of students’ mathematics learning attitude scale, the whole-grade Z-score in each midterm exam, and students’ feedback sheets. The result of the research reveals that the details such as the number of students in each group, the arrangement of the seat, the diversity of students’ ability, as well as whether the students finish the homework in advance, will affect the fluency of group discussion and hinder students from discussing the more difficult questions. After the researcher overcomes the problems one by one, the researcher can focus on mathematics inquiry-oriented instruction. However, the lack of explanation on the exploring working sheet will delay students’ discussion and presentation as well as the teaching schedule. More narrative explanation will help students focus on the content of instruction. On the other hand, students have significant progress in the aspect of “personal average”, “learning confident”, “learning motivation”, “classroom behavior”, “learning habit”, “learning approach” from math learning attitude scale. As for the math academic achievement, students don’t show the significant progress and regression in the first three midterm examinations while they have significant progress in the final examination, which means the mathematics inquiry-oriented instruction does work when students’ discussing ability and thinking ability are developed and presented. This research offers five suggestions for teaching. First, proper grouping and arrangement of seat are important. Second, designing proper and clear score sheet and giving substantial award in public at the end of every unit. Third, making the teaching video clips to explaining the concepts and questions. Third, adopting inquiry-oriented instruction into every lesson, leading students with proper questions, and giving students enough time for thinking. Fifth, decreasing the teacher’s guide based on students’ learning condition.