頁籤選單縮合
題 名 | 國小教師面臨討論式數學教學問題之個案研究=A Case Study on Elementary School Teacher to be Confronted with Problems Using Communicative Mathematics Teaching |
---|---|
作 者 | 許馨月; 鍾靜; | 書刊名 | 國立臺北師範學院學報. 數理科技教育類 |
卷 期 | 17:1 2004.03[民93.03] |
頁 次 | 頁57-82 |
分類號 | 523.32 |
關鍵詞 | 數學教育; 討論式數學教學; Mathematics teaching; Communicative mathematics teaching; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要是在探討教師第一次嘗試討論式數學教學的教學處理情況及所面臨的問題二方面。研究採個案研究法,實際進入兩個教學現場進行為期一學期的觀察,並配合訪談及相關資料的蒐集,以呈現個案教師嘗試實行討論式數學教學的情況。研究結果發現,教師在實行討論式數學教學之際,無論是講述式轉變至討論式、亦或是討論式意圖「深究」的教學處理情況,因為教師基礎點不同、所需不同,因而使其關注的焦點也就不同;而教學過程中,討論形式的出現、以過去的教學經驗來處理所面對的螺旋式教材、試圖掌握教材脈絡讓教學順利進行、揣摩帶動討論的技巧、摸索彈性處理教學的技巧等,均是教師在嘗試實行討論式數學教學之時的教學處理情況。另外,教師實行討論式數學教學所面臨的問題包括教材脈絡難掌握、時間不夠用、學生學習成效不彰顯、使用不同版本教學造成學生學習落差、學生多樣活動干擾學習、以及教師對理念的不信任、信心不足等;然而教師在短期之內可以克服的,如:吸收相關理念、瞭解實際教學的圖像、討論形式的出現等;但是教師非短期可以達成的,如:慣有的教學習慣、將理念轉化為實際的教學、熟悉教材脈絡、引導技巧、彈性處理教學等。研究者於此呈現兩個案老師實行討論式數學教學的情況,期能作為其他教師嘗試討論式數學教學的參考。 |
英文摘要 | The research is to investigate the operation and problems of a teacher’s first attempt to teach mathematics with high communication. This research uses the method of case study to derive data from observing two class settings and interviews for one semester in order to present the situations of particular teacher’s operation of mathematic classroom with high communication. The results indicate that whether the teacher’s teaching is from lecturing to communicative or from communicative to deeply communicative, the teachers’ main focuses would be different based on their backgrounds and needs. In the process of teaching, the characteristics of teachers’ first attempt of mathematics class with high communication are forming patterns, using previous experiences to handle new materials, attempting to control the direction and connection of materials, practicing the skills of leading communication, figuring out the flexible teaching skills, etc. In addition, the problems found include losing control of the direction and connection of materials, insufficient time, no obvious student improvement, proficiency gap due to different learning materials, interferences of students’ various activities, and teacher’s low trust of rationale. Some problems might be solved within a short time, such as increasing teaching concepts, realizing realistic teaching scenes, forming communicative patterns, etc. However, solutions like forming habits, turning conceptual into realistic teaching, being familiar with the sequences of teaching materials, guiding skills, and flexible teaching management can not be completed in a short time. This study is intended to represent the implemental characteristics of two teachers’ management of mathematic classrooms with high communication in order to provide some empirical references for mathematic teachers. |
本系統中英文摘要資訊取自各篇刊載內容。