| 摘要: | 面對全球化的聲浪，國際性教育評量受到各國的重視，臺灣自2006年參與經濟合作發展組織(OECD)所舉辦的國際性學生評量評比(PISA)，此評比於102年公布(PISA2012)的結果顯示，台灣數學素養排名進步到第四名，表現雖然優秀，但個別差異很明顯，中間程度的學生有進步，但低分群學生呈現放棄學習的情形。有鑑於此，本研究試圖運用資訊科技融入PISA數學教材，探討可能影響持續學習的因素。研究中以學生學習態度做為近因變項，PISA教材及資訊融入教學做為中介變項，學生學習現況為外部變數。研究對象為雲林縣某國中一年級學生，先進行PISA數學教學，再施以問卷調查，利用描述性統計、成對樣本t-檢定等方式，探討學生答題的差異，使用Excel和Visual PLS統計軟體進行資料分析，並以結構方程模式(SEM)來探討因果關係。研究結果發現：一、直接影響持續學習意願最重要的因素是學習態度。二、教師教材教法透過學習態度會間接影響持續學習意願。三、在學習態度影響持續學習方面，低分群大於高分群。四、教材教法影響學習態度方面，高分群大於低分群。
Due to globalization, International Student Assessment, such as PISA, is focused by all countries, and students’ performances are shown through PISA. Taiwan has participated in PISA, coordinated by OECD, since 2006; it is to evaluate worldwide of 15-year-old students performance in the field of varied domains. Taiwan was the third time to join PISA in 2012, and the result was announced in 2013. The ranking of Taiwanses students’ math literacy has improved one place, ranking four in 2012. The outcome was good in general; however, there were individual differences. Middle-level students made progress in math, but low-level students had a tendency to give up learning. In view of the above, the study focused on Implementation of Information Technology in PISA math teaching materials to investigate the possible reasons for students to keep learning. The study uses student leaning attitudes as external variables,and Implementation of Information Technology in PISA math teaching materials as a mediator. Subjects of this research are Grade 7 students from one junior high school in Yunlin. After teaching, Questionnaire Survey is used. Data is analyzed by applying Excel and Visual PLS, and analytical methods, including descriptive statistics and T-test. In addition, SEM is used to examine causal relationship. The results show that learning attittudes directly affect learning behavizor intensions; teaching methods mediated the relation between learning attittudes and their behavior intentions. For low-ability students, learning attitudes are the biggest factors that influence their behavior intentions. For high-ability students, teaching methods are the biggest factors that influence their behavior intentions. |
