本研究旨在探討以學習者為中心的教學模式對學生數學學習成效與數學學習態度之影響。採準實驗研究法，以台中市某國中 103 學年度國一學生兩個班級為研究對象，為期 14 週的實驗教學；其中一班為實驗組(共 44 人)，另一班為控制組(共 48人)。實驗組以學習者為中心的教學模式教學，控制組為一般的傳統教學方式，探討學生在數學的學習成效與學習態度兩部份之影響，研究結果如下：1.由共變數分析(ANCOVA)數學學習成效，發現經過14週以學習者為中心的教學模式教學，實驗組在數學學習成效優於控制組，表示以學習者為中心的教學模式教學有助於提升學生的數學學習成效。2.由共變數分析(ANCOVA)數學學習態度，發現經過14週以學習者為中心的教學模式教學，實驗組在數學學習態度均優於控制組，以及成對樣本t檢定數學學習態度量表前後測，發現前後測態度量表得分有顯著差異，表示以學習者為中心的教學模式教學有助於提高學生的數學學習態度。3.在實際的教學現場裡，學生的學習態度是教師所關注的，因此進一步探討學習態度與學習成效的關係，根據皮爾遜積差相關分析得知，數學學習態度各層面與數學學習成效呈現顯著正相關，而其中在學習態度裡的「學習慾望」與「學習方法」對數學學習成效最具預測力。最後，根據研究結果提出以學習者為中心的教學模式教學上的建議及未來相關研究的建議，以供實務工作及未來研究參考。 The purpose of this study was to investigate the effect of a learner-centered teaching model on the math course in junior high school. A quasi-experimental design was used, and the study consisted of two 7th grade classes in a Taichung junior high school as subjects under the activities conducted for 14 weeks in the first semester of the 2014 academic year. The two classes were divided into an experimental group (44 students) for one of them and a control group (48 students) for the other. The experimental group received a learner-centered teaching model, and the control group received traditional teaching. The study aimed to explore the students’ performance in the learning effectiveness and learning attitude. The results are as follows:1.Based on the posttest of the learning effectiveness , compared to the control group, the learning effectiveness in the experimental group improved. Therefore, it could be speculated that a learner-centered teaching model helped promote the learning effectiveness more than traditional teaching.2. Based on the posttest of the learning attitude, compared to the control group, the learning attitude in the experimental group improved. The pretest of the learning attitude compared with the posttest of the learning attitude, the posttest was significantly superior than the pretest test in the experimental group. Therefore, it could be speculated that a learner-centered teaching model helped promote the learning attitude more than traditional teaching.3. There were positive and moderate correlations between learning effectiveness and learning attitude in the experimental group. The learning attitude could significantly predict learning effectiveness. Among those aspects of the learning attitude,“learning desire” and “learning method” predicted learning effectiveness most.Based on the study, suggestions for a learner-centered teaching model and related research are provided.
