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題 名 | 影響國小教師數學教學相關信念與教學是否一致之原因探討=The Consistency and Inconsistency between an Elementary School Teacher's Mathematics Beliefs and Teaching Practice |
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作 者 | 溫世展; 呂玉琴; | 書刊名 | 國立臺北師範學院學報. 數理科技教育類 |
卷 期 | 17:2 2004.09[民93.09] |
頁 次 | 頁23-51 |
分類號 | 523.32 |
關鍵詞 | 數學教學信念; 教學實務; 個案研究; 數學信念; 數學學習信念; Case study; Belief of the nature of mathematics; Belief of learning mathematics; Belief of teaching mathematics; Teaching practice; |
語 文 | 中文(Chinese) |
中文摘要 | 本文以問卷調查、教室觀察、訪談、文件收集來探討一位國小教師的數學教學相關信念與教學是否一致及其可能原因。主要研究結果如下:(一)影響信念與教學一致之可能原因為個案教師持有教師主導教學的強烈意願所致。(二)影響信念與教學不一致之可能原因有下列幾點:1.對於問卷題目的內涵有所誤解。2.對於相關數學教材教法知識以及數學知識的不足,導致無法實施相關教學活動。3.受學生人數過多、數學教材內容過多等現實教學情境因素影響。 |
英文摘要 | The purpose of this study is to investigate what affects the consistency and inconsistency between an elementary school teacher’s mathematics beliefs and teaching practice. The main methodologies and data were gathered through a belief questionnaire, classroom observations, interviews and document collection. The results were as follows: 1. The possible cause of the consistency between the mathematics beliefs and teaching practice of the elementary teacher in the case study is found to be her strong will in dominating her teaching. 2. The plausible cause of the inconsistency between the mathematics beliefs and teaching practice of the elementary teacher is found to be affected by several factors. (1)The teacher miscomprehends the intension of the questionnaire. (2)The teacher lacks the pedagogical mathematics knowledge; therefore, she cannot implement the teaching practice about the untraditional mathematics teaching beliefs. (3)Over-populated students in her class, excessive mathematics materials needed to be taught, and many other unfavorable conditions also contribute to the causes of the inconsistency. |
本系統中英文摘要資訊取自各篇刊載內容。