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題名 | 專家教師運用「結合問題導向學習的翻轉教學」進行數學差異化教學之成效研究=The Study on the Effectiveness of Expert Teacher Utilizing "Flipped Classroom Integrated with Problem-Based Learning" for Differentiated Mathematics Instruction |
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作者 | 陳國泰; | 書刊名 | 國民教育學報 |
卷期 | 19 2022.12[民111.12] |
頁次 | 頁19-51 |
分類號 | 521.422 |
關鍵詞 | 專家教師; 問題導向學習; 翻轉教學; 差異化教學; 數學教學; Expert teacher; Problem-based learning; Flipped instruction; Differentiated instruction; Mathematics teaching; |
語文 | 中文(Chinese) |
中文摘要 | 本研究與一位個案專家教師進行協同行動研究,將研究者初步建構出來的「結合問題導向學習的翻轉教學進行差異化教學模式」(PBL+FI→DI)運用在其數學教學 中,以驗證及發展此差異化教學模式,並精進個案專家教師的數學差異化教學知能與 教學成效。在資料蒐集方面,本研究透過自然觀察、深度訪談、文件分析與問卷調查 等方式,蒐集相關資料及分析成效。研究結果顯示:1.本研究所發展出來的「PBL+FI →DI」教學模式的確可行;2.個案專家教師在「PBL+FI→DI」的教學目標知識、教學 內容知識、教學方法知識及教學評量知識均有明顯發展;3.基礎級學生、適中級學生及 進階級學生等三個程度的學生在學習成效與學習態度的反應上,皆呈現正向反應,顯示在數學學習過程中獲得適性發展。 |
英文摘要 | This study conducted a collaborative action research with a case expert teacher, applying the preliminarily constructed "PBL+FI→DI" differentiated instruction model in their mathematics teaching to verify and develop this model, as well as to refine the case expert teacher's knowledge and effectiveness in differentiated mathematics instruction. In terms of data collection, the study gathered and analyzed relevant information through natural observation, in-depth interviews, document analysis, and surveys. The findings indicate: 1. The "PBL+FI→DI" teaching model developed in this study is indeed viable; 2. The case expert teacher showed significant development in knowledge of teaching goals, content, methods, and assessment within the "PBL+FI→DI" framework; 3. Students of basic, intermediate, and advanced levels all showed positive reactions in terms of learning outcomes and attitudes, demonstrating that they received adaptive development throughout the process of learning mathematics. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。