國家教育研究院

108課綱強調以學生為中心的探究式學習，培養學生理解知識並將習得的知識、技能、態度整合運用於日常生活中的問題解決能力。然而在傳統的數學教學中，多數都是以講述式的方式進行，學生缺乏主動思考的過程，使得數學課堂只剩下記憶、背誦以及機械式練習。本研究奠基在先前的研究成果，以真實情境、真實問題為原則設計的素養導向評量為材料出發，結合ADDIE教學設計方式發展一套教學模組，並根據此教學模組完成9個教學方案。此外，我們也分析這些教學方案如何應用到教學現場、學生在課堂上的反應，並探討教師在研發過程中遭遇的問題及可能的處理方法。本計畫完成的教學模組與教學方案，未來將可直接運用到教學現場，一方面協助教師具備真實問題的數學探究教學提問力，一方面可以培養學生的思考與探究能力。

The 108-year syllabus puts emphasis on enhancing students’ abilities to solve real-life problems by applying the knowledge and skills learned in school. However, in traditional mathematics teaching, most of the teachers can adopt lecture or didactic instruction to teach which causes students to lack the process of active thinking. Based on previous research results, this study applied the ADDIE teaching design method to develop a teaching module based on literacy-oriented assessment with real situations and real problems. Then, according to this module, we complete 9 lessons. Moreover, we investigate how applied these lessons to practice, and how students react. Finally, we discuss the problems and possible solutions that teachers encounter during the development process. In summary, the teaching module and lessons completed developed in this study can be directly applied to practice. These tools not only help teachers to equip the ability to ask questions in teaching mathematical inquiry of practical problems but also effectively cultivate students' thinking and inquiry ability.