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題 名 | 數學專家教師的專業發展可複製性分析=The Analysis of Mathematics Teacher Replicable Professional Development Process |
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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 | 2004專刊 民93.12 |
頁 次 | 頁95-118 |
分類號 | 310.3 |
關鍵詞 | 專家教師; 成長歷程; 多元優選教學理論; Expert teacher; Professional development process; Optimization multiple teaching theories; |
語 文 | 中文(Chinese) |
中文摘要 | Lerman(2001)探應數學教師教育研究文獻後,發現仍缺乏關於數學教師專業成長的一般性學習理論。他認為已經發展得較良好的兒童學習理論不適合做為教師學習數學教學的理論。為了建構符合我國教師學習數學教學的理論,本文的研究目的在探究一位國小數學專家教師的專業發展歷程中可以複製的知能,做為建構教師專業成長學習理論的基石。研究方法主要採歷史研究法,除了訪談專家教師並拍攝其教學實作之外,還觀察專家教師在公共場合的言行,訪談一、二十年來和專家教師共處的相關人士。信度和效度主要以上述資料做為三角校正的依據,此外訪談與教學轉錄原案也經過專家教師的確認。研究發現,專家教師的成長歷程是從察覺期--察覺教學問題,到建築檢驗期--建築與檢驗教學理論,到實踐期--實踐教學理論,最後到達優選期--能運用多元優選教學策略。探究專家教師專業發展歷程中可以複製的知能發現,察覺教學問題的知能在一般脈絡下即可複製,建築檢驗與實踐教學理論的知能需在理論與實務能來來回回的脈絡下方可複製,多元優選教學理論的知能需在能進行批判性反思的脈絡下方可複製。 |
英文摘要 | Lerman(2001) search the literature of mathematics teacher education, he found that the learning theory of student can't fit to teacher learning to teach. This paper want investigate expert teacher's professional development process that can be copied. This will be the basis of us to construct teachers' learning to teach theory. This is a Historical Research. Our interpretations are based on the data collected form classroom observing and regularly interviewing this expert teacher, research data of other researcher to participation teachers, and teachers and professors that are colleague with expert teacher. We found that the professional development process of participation teacher are from awareness phase-awareness teaching problem, to construct-checking phase-construct and checking teaching theory, to practices phase-phase-practice teaching theory, finally to optimization phase-optimization multiple teaching theories. We found that the capability component of awareness teaching problem can be copied in general context, the capability component of construct-checking-practices teaching theory can be copied in context that teachers can cycle between theory and practice, and capability component of optimization multiple teaching theory can be copied in context that teacher can do critical reflection. |
本系統中英文摘要資訊取自各篇刊載內容。