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題 名 | 在職教師數學專業發展方案的協同行動研究=A Collaborative Action Research of a Teacher Education Program for Enhancing Teachers Professional Development in Mathematics Teaching |
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作 者 | 林碧珍; | 書刊名 | 新竹師院學報 |
卷 期 | 13 2000.02[民89.02] |
頁 次 | 頁115-147 |
分類號 | 522.2 |
關鍵詞 | 協同數學成長團體; 協同行動研究; 教師專業發展; 教學案例; Collaborative action research; Professional development; Cases of teaching; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的在於協助教師發展有關學生數學認知知識,能有效地整合教師之數 學知識、數學教學知識、及心理學等領域知識於數學教學中。本研究主要由研究者和新竹市 頂埔國小七位教師共同合作組成一個協同數學成長團體,以行動研究為取向,幫助教師落實 國小數學課程改革所強調之「以兒童為本位」於數學教室中。成員的「現場教學」是成長團 體討論會引發議題的主要情境脈絡,每週定期舉行為期半天的討論會是教師專業對話的時 間。教室觀察、教學案例的發展、和學生解題類型的分析,是數學成長團體的三個主要活動。 成長團體討論會記錄,每兩週一次的教師晤談記錄、教學活動的教室觀察記錄、研究者的研 究日誌、成員的數學日誌等,是本研究用來描述教師專業成長的主要資料來源,亦是用來檢 驗此研究用來發展教師專業活動的有效性。資料之搜集方法、資料來源、及分析者的三角校 正是作為資料分析的效度檢驗。如何協助教師的知識在不同的時間點上所產生的質變是教師 成長歷程是的指標,它是資料分析的主要焦點。研究發現:教師在參加成長團體後,對八十二 年課程有更深入的認知,教室觀察幫助他們更瞭解學生的學習特性是本研究用來描述教師的 成長;教學案例有助於提升教師的省思能力,及提升教師對學生學習的敏感性;教師分析學生 的解題類型,有助於更瞭解學生的思考方式,及有利於數學知識的獲得。 |
英文摘要 | The purpose of the study was to develop teachers knowledge of children's cognition of mathematics, to implement effectively the integration of three aspects of teachers knowledge- mathematics, pedagogical mathematics and psychological knowledge into classroom, and to put "children thinking" emphasized on the curriculum reform into practice. A collaborative team consisted of the investigator and seven teachers of an elementary school of Hsin-Chu city. Mathematics classroom of each teacher is the context for trigging the issues of teaching and learning of mathematics. Regular weekly meetings are for discussion and dialects when we encountered conflicts of cognition. Making classroom observations, developing cases of teaching, analyzing patterns of children's solutions were three main activities engaged in the study. Methods of data collection included verbatim transcription of the team meetings, teachers interviews, classroom observations, research journals, and teacher's mathematics journals. Multiple train gulation on source, method, and analyst were used to validate the data. The quality change of teachers conceptions was the major focus of documenting teachers growth. It is found that teachers had better understanding on curriculum reform, more aware of children's understanding. Developing cases of teaching was a good approach to facilitate teachers' reflective thinking and teachers sensitive to children's learning. Analyzing patterns of children's solutions was able to reinforce teachers understanding of children's thinking and to acquire teachers knowledge of mathematics. |
本系統中英文摘要資訊取自各篇刊載內容。