利用故事情境教學提昇澳門小學生數學學習成效與學習動機 之行動研究—以小二乘法單元爲例

數學是一門重視基礎能力的學科，也是日常生活中不可或缺的實用技能。然而，對低年級學生而言，數學概念往往抽象難懂，學習過程枯燥乏味，進而影響其學習動機與成效。特別是對數學思維較弱的學生而言，理解與應用常常面臨困難，導致對學習數學失去信心。 本研究旨在探討故事情境教學法是否能提升小學二年級的數學學習成效與學習動機。研究採用行動研究法，研究者身兼教學者與研究者雙重角色，在澳門一所女校的小學二年級課堂中，進行為期兩週半，共11節課的教學實踐。教學設計以學校指定教材中的乘法單元(7至9乘法口訣與應用題)為主軸，融合故事情境進行教學，旨在提升學生對數學學習的參與度與理解力。 研究透過前後測量化比較學生在教學前後的學習成效變化，並配合課堂錄影觀察、教師教學反思及學生回饋問卷進行質性分析。研究結果顯示，情境教學有助於提升學生的數學學習成效和學習動機，學生普遍對故事情境融入數學課堂的教學設計表現出高度興趣與正向回饋。 本研究不僅為教學實踐提供了本土化案例，亦有助於未來教師在設計以學生為中心的數學課堂中提供參考與啟示。

"Mathematics is a subject that places strong emphasis on foundational skills and is also an essential tool in daily life. However, for lower primary students, mathematical concepts are often abstract and difficult to grasp, making the learning process dull and unengaging. This can negatively affect both their motivation and learning effectiveness. Students with weaker mathematical thinking, in particular, tend to encounter difficulties in understanding and applying concepts, which may lead to a gradual loss of confidence when learning mathematics.
This study aimed to explore whether story-based situational teaching could enhance the learning effectiveness and motivation of Year 2 students within a primary school setting. An action research approach was adopted, with the researcher taking on the dual role of teacher and investigator. The teaching intervention was carried out over three weeks, involving a total of 11 lessons in a Year 2 class at a girls’ primary school in Macao. The lessons were based on the school’s prescribed mathematics curriculum, focusing on the multiplication tables from seven to nine and related word problems. These were taught through the integration of story-based scenarios, designed to strengthen student engagement and understanding of mathematics.
To assess the effectiveness of the intervention, quantitative analysis was conducted using pre- and post-tests, while qualitative data was collected through classroom observations, teacher reflections, and student feedback questionnaires. The findings indicate that situational teaching helped to improve students’ mathematics learning effectiveness and motivation. Students responded positively to the integration of story-based scenarios during their mathematics lessons and showed increased interest in learning.
This study not only provides a locally grounded example of classroom practice but also offers valuable insights for future educators aiming to design student-centered mathematics lessons.
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