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題 名 | 國小教師面對數學新課程之因應 |
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作 者 | 鍾靜; 朱建正; | 書刊名 | 國教學報 |
卷 期 | 7 1995.08[民84.08] |
頁 次 | 頁1-16 |
分類號 | 523.42 |
關鍵詞 | 小學數學課程; 教師成長; 在職進修; 師資培育; Elementary school mathematical curriculum; Teacher growth; Teacher training; Teacher development; |
語 文 | 中文(Chinese) |
中文摘要 | 小學教師面臨數學課程改革,將於民國八十五學年逐年實施新課程教 學。新課程精神有不同的數學觀和學習理論,視數學為解題、溝通、推理及聯結, 在數學教室中教師佈置情境、兒童群體解題,藉具體活動建構兒童數學知識。 教師才是課程改革成功的關鍵人物,教師因應新的數學課程精神所做的改變,是 本研究探索的主題。所以研究者在北師實小營造一個像課程全面實施時,各國小 狀況一樣的環境。在真實世界中,讓實驗教學變成正常且自然的事,形成教室文 化、學校文化和社區文化;並藉定期教室觀察、定期教學研討、個別晤談、蒐集 有關轉型期教師的成長、教室文化的形成和校內進修模式的資料。因為定期舉行 建構導向的教學研討,使得本研究形成有互動的動態式研究模式。 本研究係第一階段第一年進行,面對長達九個月的教學期,僅能以蒐集全面性資 料為主,就轉型期的教師成長做初步資料分析。教師因為學生的優良表現而改變 其數學教學信念,認同在實務工作上的在職進修模式,拉近專家設計課程、教師 所教課程和變生學到課程三者的差距;教師的確有成長,其歷程有階段性。教師 的數學知識、數學教學知識、對兒童數學認知發展知識,與班級經營的方法,都 會影響教師執行符合數學新課程精神的教學。 |
英文摘要 | The new mathematical curriculum of elementary school was proclaimed in September,1993 and will be In effect from grade 1 in 1996. Based on untraditlonal view toward mathematics and learning theory, the new curriculum emphasizes problem solving, communication, reasoning and connection. In the mathematical classroom, teacher poses problem situations; children solve problems collectively. The children construct their mathematical knowledge through concrete activities. The teacher is the key factor toward the success of curriculum reform. This research tries to Investigate the change of teachers In accommodating the spirit of the new curriculum. Therefore, the researchers manage to make N.T.T.C.L.S. four years ahead to apply the reform. The experimental teaching has to be normal teaching. There are nospecial teachers or classes and the students will be reshuffled at grades 3 and 5 and taughtby new teachers. In this reality, the classroom culture, school culture and community culture are thentransformed. We collect data about the teacher's training in school by regular classroomobservation, regular teaching workshop, and Individual Interviews. Because we organizeregular teaching workshop in the spirit of constructivism, this research mode is interactiveand dynamic. The present paper can be viewed as a case study of six grade 1 teachers who wereteaching experimentally new mathematical curriculum. It Is the first year, first stage of afar more ambitious research program about teacher's growth. With two teaching periods of9 months long in total. It just tells how we collect data and some Initial data analysis aboutthe teacher's growth during the transitional period. We found that the teachers changed their believes about teaching of mathematicsbecause of good classroom behavior of students. The teachers also acknowledged thepracticalness of this mode of on-the-job training. The distance among intended, taught,and learned curriculum have shortened. The teachers did grow and the grovTth showedstages. Teacher's knowledges about mathematics, mathematical teaching, the cognicaldevelopment of children's mathematical concept, and the management of a class affectteacher's performance in teaching new curriculum. |
本系統中英文摘要資訊取自各篇刊載內容。