頁籤選單縮合
題 名 | 國小教師終身教育之生涯規劃與休閒生活=A Study on the Life Long Education of the Elementary School Teachers: Career Planning and Leisure Life |
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作 者 | 鄭賜添; | 書刊名 | 國民教育研究 |
卷 期 | 3 1999.01[民88.01] |
頁 次 | 頁59-72 |
分類號 | 523.3545 |
關鍵詞 | 國小; 教師; 終身教育; 生涯規劃; 休閒生活; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在瞭解國小數學教師初步機率單元教學時所具備的知識、教學信念、教學表現、教師知識與教學信念兩者和教學表現之間的關係、教師在教學中所遭遇到的困難與其因應方式。 本研究以一位主修數學,另一位非主修數學的教師為研究對象。透過實際的教學觀察錄影、測驗、訪談等方法來蒐集資料,以瞭解教師的知識、教學信念與教學表現;並利用刺激回憶法的訪談,以瞭解其間的關係。本研究的發現如下: 一、在教師知識方面,兩位老師的學科內容知識都略嫌不足,尤其缺乏對大數法則的瞭解;在學科教學知識上,兩位老師均採取具體事物的呈現、示範、和說明等方式,來呈現機率單元內的概念,但是卻沒有以正確大數法則的概念來解釋實驗所得的數據;在學習者知識上,主修數學的老師較瞭解學生目前所處的認知層次及學生在機率單元學習中可能遭遇的困難,不過兩位老師均認為學生在學習機率單元前,已具備機率相關的知識和經驗,並認為學生是較被動的在學習數學。 二、在教學信念方面,兩位老師對數學的觀點並無明顯的不同;對數學教學的觀點,兩位老師也大致相同,但是對數學學習環境的看法則有明顯的不同。 三、在教學表現引起動機時,主修數學的老師從學生的舊經驗著手,非主修數學的老師從機率的意義著手;在實驗活動進行時,主修數學的老師以小數來呈現比值,非主修數學的老師則以分數來呈現。 四、教師知識與教學信念和教學表現之間的關係:兩位老師均是以本身所具備的知識與教學信念,來轉換並驅動其教室的教學行為與決策。在轉換的過程中,兩位老師均表現出線性轉換與交互轉換兩種模式,但是在轉換的內容上卻不盡相同,而且兩位老師均無法有效的轉換本身具備比值逐漸接近的概念給學生。 五、教師在教學中遭遇到的困難與因應方式﹕ 兩位老師要從實驗數據中導出各樣本點的機率值時,均發生了困難。並且在遭遇到困難之後,均以本身已具備的機率知識來告訴學生實驗的結果與規則,而不是從實驗數據中導出的。 |
英文摘要 | The purposes of this study were to describe : (1) the teachers' knowledge, teaching beliefs and the teaching performances while teaching the subject of probability. (2) The relationship between teachers' knowledge, teaching beliefs and teaching performances. (3) The teachers' difficulties in teaching and the method used in solving them. Two sixth-grade teachers of different educational backgrounds teaching were asked to participate in this study. In order to understand both teachers' knowledge, teaching beliefs and teaching performance, they were videotaped while teaching the subject of probability. In addition, interviews and paper-pencil test were given to collect data. Stimulated recall was used as the method to interview in order to understand the relationship between teacher's knowledge, teaching beliefs and teaching performances. The findings of the study are as follows 1.Both teachers lacked understanding regarding the law of large numbers. They used representation, demonstration and explanation to explain concepts of the subject of probability. The teacher who majored in mathematics has a deeper understanding of students' cognitive level and learning difficulty on the subject of probability. 2.Both teachers they have obvious differences in their conceptions about the environment of mathematics learning. 3. In experimental activity, the teacher who majored in mathematics used decimal to represent ratio, but the teacher who did not majored in mathematics used fraction. 4.Both teachers' knowledge and teaching beliefs were transformed and motivated by their teaching behavior and decision. In the process of transformation, both teachers included linear and interactive transformation. But they have different contents of transformation. 5.Both teachers encountered difficulties when they wanted to induce the probability of a sample point from experimental data. And then, they directly told the answer to their students through their own understanding about probability. |
本系統中英文摘要資訊取自各篇刊載內容。