Action Research Applied to Share-Start Teaching Approach in Mathematics-Taking a Junior High School as an Example

• Main Authors: Chia-Ling Chung, 鐘嘉綾
• Other Authors: Ying-Lin Hsu
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/35722365462757165610

碩士 === 國立中興大學 === 應用數學系所 === 105 === This study applied to Action Research aims to explore the influence, by practicing Share-Start teaching approach, on junior high school students’ learning achievements and attitudes toward math while 28 students in the seventh grade from the researcher’s class are the main objects of study. With a view to making the collected information objective, data collection and research analysis are both qualitative and quantitative in the process of the study. The qualitative methods used in data record include observations, interviews, the journals on teachers’ teaching self-reflection, and the sheets on students’ learning self-reflection, which accompanied by quantitative tools such as scores of students’ periodic assessment and attitude scale toward learning math. To understand students’ differences between pre-adopting and post-adopting Share-Start teaching approach, the above analyzed information is combined with descriptive statistical analysis, t-test correlated samples, and one-sample t test. The results indicated as follows: 1. There are distinctive differences between students’ learning achievements and scores in math after the implementation of Share-Start teaching approach. 2. The Share-Start teaching approach can change students'' attitude, increase their interest and motivation for mathematics learning. Most students think that they have made progress in learning performance. 3. Students exposed to the Share-Start teaching approach are more active learners with a positive attitude toward autonomous learning . Finally, according to the findings of this study, suggestions provided on mathematical teaching method are for reference to future teaching practice. Key words：share-start teaching methods