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題名 | 教師運用網際網路學習數學教學的需求之調查分析=The Needs of Teachers to Use Internet Web to Learn Mathematics Teaching |
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作者 | 李源順; | 書刊名 | 科學教育研究與發展季刊 |
卷期 | 2003專刊 民92.12 |
頁次 | 頁120-147 |
分類號 | 521.53 |
關鍵詞 | 規範需求; 感覺需求; 網際網路; 學習數學教學; Ascribed need; Felt need; Internet web; Learning mathematics teaching; |
語文 | 中文(Chinese) |
中文摘要 | 網際網路的發展正改變著學生的學習環境,也改變著教師學習教學的環境。對於建構一個新的教師網路學習環境而言,應先了解教師學習教學的需求。本文探討專家所界定的教師學習學教學的規範需求,以及教師所想要的學習數學教學的感覺需求,並提出建構相關網站的建議。 本研究的資料收集,首先從網站建構專家和師資培育相關機構所建構的網站探討專家所界定的教師學習數學教學的規範需求,之後利用問卷調查和訪談了解教師所想要的教師學習教學的感覺需求。接受問卷調查及訪談的教師包括20位在職教師,35位某師範學院數理教育學系四年級職前教師,以及29位正在某師範學院接受培訓的學士後師資班職前教師。 研究結果發現,無論是專家所界定的規範需求或教師所認為的感覺需求都已考量到教材資源、教學知識、教學研究等學習數學教學的需求。此外,專家在建學習教學的規範需求時也已考量到一些教師所沒有想到的感覺需求,例如教育法令,教育活動,網站連結,以及數學史,鄉土教材,和課程統整等方面的教材資源。網站建構專家的知識管理點告訴我們應強化網站內所有資訊的連結,使所建構的網站成為知識庫。但在某些方面,例如動態教學敘事、同樣內容不同教學法、不適宜卻又常犯的教學方式、數學名詞的解釋,以及那些教學法適合那些單元等需求,是教師感受強烈的學習需求。我們在建構學習教學教學的網站時應強化這些需求。 |
英文摘要 | The development of Internet has changing the learning environment of students and that of teachers for teaching. For constructing a new Internet learning environment, the first thing is to understand the needs of teachers. This paper involves the ascribed needs of teachers. This paper involves the ascribed needs of teacher educators and the felt needs of teachers. The paper will also suggest some necessary components for constructing some related webs. Data was firstly collected from the webs that constructed by teacher educators to study the ascribed needs, and then from teachers' questionnaire and teachers' interview to survey the felt needs of teachers. There are 20 of in-service teachers, 35 of students teachers of mathematics and science department of teachers college, and 20 pre-teachers of post baccalaureate. We found that both the ascribed needs of teachers educators and the felt needs of teachers have considered material sources, teaching knowledge, and teaching research of learning mathematics teaching needs. Besides, when teacher educators construct the ascribed needs, they also consider the teaching sources of teachers act, education actions, webs linking, mathematics history, region materials, and integrated curriculum. But in some aspect, for example, dynamic teaching narrative, multiple approaches for teaching a topic, the ill-suited methods but often used, interpretation of mathematics terms, and the fitness of teaching methods with content, those strongly felt needs of teachers are what we should strengthen, when we construct the webs for teachers to learn mathematics teaching. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。