A.N. Whitehead教育韻律觀及其在111年國中教育會考數學科之應用研究

Abstract

本研究旨在探究Whitehead的教育韻律觀何以在數學學習中實踐，藉由針對國中教育會考數學科的試題分析，以分析結果作為切入點，實際將Whitehead教育韻律觀的理念適時引入數學的學習脈絡中。研究方法主要包含對國中教育會考數學科的試題分析以及Whitehead過程哲學與教育韻律觀的探究與對話。研究結果表明，教育韻律觀理念與數學學習歷程上具有契合性，且在學生的數學學習脈絡中，根據教育韻律觀理念的指引下，為部分學習內容的安排與教學提供哲學面向的分析視角。基於前述研究結果，本研究嘗試提出三種不同面向之建議：國中教育會考命題中心的試題設計策略、教師教學內容及方法的關鍵，以及後續研究的試題分析與教育韻律觀二者更深入的探究與應用。根據這些建議，期許本研究能夠在試題分析或數學學習探究等領域，發展出哲學與教育學等新視角。

This study aims to explore how the concept of Whitehead’s rhythm of education can be apply to the context of mathematics learning. By analyzing questions from the Mathematic subject of the comprehensive assessment program for junior high school students, this research used the analysis results as a starting point to introduce Whitehead’s rhythm of education into the network of mathematics learning. The research methodology primarily involved an item analysis of Mathematic subject of comprehensive assessment program for junior high school students, alongside a communication with Whitehead’s process of philosophy and rhythm of education.The results revealed that rhythm of education aligns with the mathematics learning process. Under the guidance of rhythm of education, a philosophical perspective provided on the arrangement and teaching of certain learning content within students' mathematical learning network. Based on these results, the study proposed recommendations across three dimensions: strategies for questions designing, key considerations for teachers’ instructional content and methods, and avenues for further in-depth exploration and application of both item analysis and rhythm of education. Through these recommendations, this research aspires to develop new perspectives of philosophy and pedagogy in the domains of item analysis and mathematics education.