以行動研究探討遊戲學習對小學三年級學生數學問題解決能力之影響

筆者已執教數學六年,每年有感學生對數學問題缺乏解決能力,而該能力的缺失導致學生於數學成績中屢次遇到挫敗,從而失去學習動機及信心。
本研究旨在探討遊戲式學習對小學三年級學生的數學問題解決能力的影響,探討實踐建構主義取向的教學歷程中,遊戲學習對學生在問題解決的學習行為以及數學問題解決能力之影響,最後總結研究結果發展有效的教學手法,為教師日後提供教學參考。
教學計劃參照澳門小學教育數學基本學力要求之三大學習範疇:「數與運算」「圖形與空間」「統計與概率」作為學生問題解決能力之學習主題。
本研究採取質性研究的方法,運用行動研究法在實際教學情境中以實證觀察及質性訪談收集數據,透過課堂觀察定性晤談教師日誌學習日誌數學遊戲教學活動學習單收集的質性資料,並以黃茂在陳文典(2004)的問題解決能力評分指標作為分析框架,從學生的「正向態度」「瞭解問題」「執行實現」「鑑賞結果」和「批判創造」五個問題解決歷程進行分析,從中檢視學生於實際學習情境的學習表現及成果。
研究結果顯示,實施遊戲學習有助於提升學生數學成就學習數學動機以及數學問題解決能力,在對比數學基本學力指標檢測前測以及後測成績,發現學生的數學成就方面有所提高,顯示遊戲學習對數學成就有一定的幫助。資料顯示學生對此種學習方式抱持喜愛並接受的態度,在遊戲學習的促進下,學生對遊戲的喜愛使學生對學習投入專注,提升學習動機。
教學者在遊戲學習模式下建立良好的學習風氣,聯繫同儕之間的關係,促進彼此互相合作互相激勵,互相欣賞。學生更勇於表達自己,促進個體的自我效能,培養日後對學習的自覺性。從問題解決能力評分指標中顯示學生在遊戲學習的促進下,個體問題解決能力有所提升。在理解問題上,學生展示對題意的理解能力,在解題策略上,能掌握畫圖列表反推等策略解決數學問題,並能對自己和別人的成果作批判性思考,審視解題過程以及答案是否合理,減少錯題的機會。並透過反思學習成果,從中改善解決策略,以創意思考發展更高效的解題方法。
從研究觀察及結論所得,研究者建議日後實施遊戲教學實務前,需先從班級管理著手,建立良好學習氣氛,繼而架設學習鷹架。教學目標設置需顧及學生認知發展,施予合適教材及遊戲活動,從中提升學生學習動機。積極回饋學習者的提問及成果,提供多元觀點引導學生思考,發展學生問題解決能力。在開展未來研究方面,可參考本研究遊戲設計與課程目標的設定,從中增加課程向度及深度,將遊戲教學推及至其他年級或學科領域上,豐富研究內容。

The author has six years of teaching experience in mathematics. Throughout his journey in teaching, the author has witnessed the lack of capability from students in problem solving, which resulted in undesirable academic performance and consequently loss of both motivation and confidence in learning.
The research aimed to explore the impact of game-based learning on problem-solving abilities in mathematics for 3rd grade students in primary school. From a practice-oriented perspective, it discussed the impact of game-based learning on students’ learning behaviour as well as problem-solving abilities in mathematics. It then concluded with effective teaching methods, which could provide implications for teaching practices.
The teaching plan mentioned in the research referred to the Basic Expectations for Primary Education in Mathematics in Macao, which covered three areas, namely “Numbers and Numeration”,
“Geometry and Spatial Sense”, “Statistical Analysis and Probability”. The three areas acted as the learning topics to measure students’ problem-solving abilities.
The research adopted qualitative research methods, using the action research approach to collect qualitative data through class observation, qualitative interview, teaching journal, learning journal, and worksheets of math-learning games. It applied the index of scores for problem-solving abilities from Huang and Chen (2004) as the framework for analysis, examining students’ learning behaviour and performance in five problem-solving stages, i.e. “having a positive attitude”, “understanding the problem”, “taking actions”, “analysing the results” and “being critical and creative”.
The results showed that the implementation of game-based learning could promote students’ academic performance, learning motivation as well as their problem-solving abilities. The comparison between students’ pre-test and post-test of Index of Scores for Basic Expectations in Mathematics led to improved performance, which showed the positive effects of game-based learning on math learning. The results indicated students’ willingness to adopt such learning method, which allowed them to be more concentrated and active. Additionally, teachers were more likely to create better learning atmosphere, build closer partnership with colleagues towards collaboration, mutual inspiration and appreciation. Students were found to be more confident to express themselves, which promoted their self-efficacy and cultivated their self-consciousness in future learning. As demonstrated from the Index of Scores for Problem-Solving Abilities, students influenced by game-based learning had improved individual problem-solving skills. They were able to show good comprehension of problems, to apply strategies such as drawing, listing and reverse thinking in actions, to be critical when analysing the results of theirs and others, to review the process and result, and to reduce the rates of mistakes in the future. By reflecting on their learning, students could improve their problem-solving strategies and develop more efficient approaches through creative thinking.