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題 名 | 協助教師撰寫數學日誌以促進反思能力之協同行動研究=Enhancing Teachers Professional Development in Matheamtics by Reflective Mathematics Journals |
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作 者 | 林碧珍; | 書刊名 | 新竹師院學報 |
卷 期 | 15 民91.02 |
頁 次 | 頁149-180 |
分類號 | 522.2 |
關鍵詞 | 札記反省; 反思; 教師數學日誌; 學生數學日記; 教師專業成長; Journal reflection; Students' mathematics journals; Teachers' mathematics journals; Teachers professional development; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在實踐教師的數學日誌,提供給教師進行反思的機會,以促進教師的專業成長。研究者與來自新竹市一所小學的十二位小學教師組成的數學教師成長團體,以行動研究法探究教師實踐數學日誌所遭遇的困難,及探討透過數學日誌的反思如何幫助教師專業成長,並以數學日誌的分析瞭解教師如何成長。實踐教師數學日誌在本研究包含的認知活動包括:在期初,為格式、內容、及數學日誌的功能的討論、研究者給教師在數學日誌上的尾批與問題回應、教師閱讀自己的數學日誌並從數學內涵、數學教學、學生學習、與反省部分等層面針對數學日誌的內容做反思。每週定期一次的數學成長團體討論會逐字稿和教師的數學日誌,是作為瞭解教師實踐數學日誌及用來說明教師專業成長的主要資料。本研究發現:數學日誌提供平等的機會給不同特質的教師進行反思;教師的不同經驗、背景、及專業的需求性,是影響他們進行的反思方向及反思層次的因素;從數學日誌上的記載內容,可以觀察到教師數學教學觀的改變歷程,及數學教學知識獲得的歷程。反思方向及反思層次,能反映出教師的專業發展階段。另外,透過數學日誌蒐集的資料,能提高資料的信任性與確認性,是一種有效化質性資料的方法。 |
英文摘要 | The study was designed to promote teachers' professional development by using mathematics journal. Setting up a collaborative mathematics team consisting of the researcher and twelve teachers from an elementary school was to understand teachers' difficulties with writing mathematics journals, to explore the effects of reflective mathematics journals on teachers professional development, and to analyze teachers' mathematics journals on their professional growth. The cognitive activities investigate in the action-oriented study included an initial meeting for discussing the formats, contents, and functions of mathematics journals; the researcher's responses to problems proposed and comments on teachers' mathematics journals; and the activities of teachers reflecting to their journals. The transcriptions of regular meetings and teachers' journal writings were main techniques of collecting data. It is found that reflective mathematics journals provided opportunities for teachers having various learning styles and various characteristics to reflect on their practice equally. Teachers' experiences, background, and the needs of their profession influenced the contents and levels of reflections. The contents of journals were able to be as a document of teachers' views of mathematics teaching and learning, and were able to reflect the stages of teachers' professional development. Besides, reflective mathematics journal was not only as a powerful tool for reflection and also as a validating method for increasing the dependability and confirmability of qualitative data. |
本系統中英文摘要資訊取自各篇刊載內容。