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題名 | 教學問題、因應策略與教學信念關係之研究--以一位高中數學教師為例=Research on the Relationship among Problems Strategies and Beliefs in Teaching--Taking a Senior High School Math Teacher for Instance |
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作者 | 陳彥廷; Chen, Yien Ting; |
期刊 | 臺東師院學報 |
出版日期 | 20020600 |
卷期 | 13(上) 民91.06 |
頁次 | 頁171-200 |
分類號 | 524.32 |
語文 | chi |
關鍵詞 | 教學問題; 教學信念; Problems in teaching; Beliefs in teaching; |
中文摘要 | 本研究旨在探究一位高中數學教師在教學問題、因應策略與教學信念關係之研 究,首先說明的是個案教師所面對的教學問題及其所採取的因應策略,其次論述其教學信 念,再探討教學問題、因應策略、與教學信念間的關係,最後根據研長結果對學校教師提出 建議。 本研究主要採具有「獨特的個案導向、「在自然情境中進行」、「以參與觀察、晤談為 主要蒐集資料方法」、「以歸納分析進行資料分析」等特色的質性研究方式,其能深入學校 數學教學情境中,了牽高中數學教師如何因應其所面對的教學問題。研究結果發現如下: (一)個案教師所遭遇的教學問題有「課室面」與「教材教法面」二大類,所採取的因應策 略以設法解決的「磨掉樹結」與「改變設計」為主。 (二)個案教師在實際教學所持的「教學信念」主要包括「源於『理想』的教學信念」、 「源於『經驗』的教學信念」及及「源於『個性』的教學信念」。 (三)個案教師所遭遇的教學問題,每一個因應行動背後都有支持行動的教學信念。 (四)個案教師所擁有的教學信念,支配著他的教學行動。 |
英文摘要 | The rsearch aims to discover the relationship among problems, strategies and beliefs of a senior high school math teacher in mathematics teaching. To begin with, the problems that the subject is confronted with in math teaching and the strategies that he adopts are expounded. Next, his beliefs in teaching math are stated. Furthermore, the relationship among the subject's problems, strategies and beliefs is fully explored. Finally, suggestions based on the results of the research are advanced for mathematics teachers. The research is conducted in the qualitative approach, which is characterized as "uniquely case-oriented," "conducted in natural situations," and "analyzing data in the inductive approach," so as to realize how senior high school math teachers deal with the teaching problems they are confronted with in the authentic situation of math teaching in schools. The results are as follows: 1.The problems that the subject is confronted with consist of two categories: the aspect of classroom and the aspect of teaching materials and methodology, and the strategies adopted are primarily to manage to solve the problems by "rubbing the knots off the wood" and "adjusting course design." 2.The beliefs that the subject holds when teaching math primarily originate from ideals, experiences, and personalities. 3.Behind every strategy the subject adopts to solve the problems that he is confronted with lie his beliefs in math teaching to support it. 4.The subject's beliefs in teaching math are his subconscious ideology that dominates his teaching activities. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。