頁籤選單縮合
題 名 | School-based Teacher Improvement as an Effective Support for Mathematical Curriculum Reform=以學校本位教師進修有效支持數學課程改革 |
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作 者 | 鍾靜; | 書刊名 | Proceedings of the National Science Council : Part D, Mathematics, Science, and Technology Education |
卷 期 | 10:2 2000.05[民89.05] |
頁 次 | 頁71-89 |
分類號 | 523.3545 |
關鍵詞 | 教師進修; 數學課程; 學校本位進修模式; Mathematics curriculum; Curriculum reform; School based; Teacher improvement model; Action research; |
語 文 | 英文(English) |
英文摘要 | The 1993 version of the National Mathematical Curriculum introduced a major reform to teaching strategies in Taiwan. The curriculum stressed student centered learning rather than traditional teacher centered instruction. Its inception came at the best time for developing school based teacher improvement models by studying how effectively the schools were supporting the teachers professional growth and by keeping track of the teachers professional development. The first draft of the text was under review during 1992 and the National Taipei Teachers College laboratory school was selected for the pilot project. The whole school was to be exposed to the reform, not just one or two classes. The author hoped that the pilot project would raise the standards of teaching in the school under the keen observation of the research. This research into the school administrative management examined the processes of problem solving that appeared during the teaching of the curriculum material during the trial. Usually, the six school years are equally sectioned into lower, middle and higher grades and the students change teachers accordingly. This practice was continued. During the period, the pedagogic discourse sessions were the core of the school-based improvement model used, and were sandwiched into classroom teaching. We named it the interactive dynamic teacher improvement model. There were four aspects to our teachers improvement model, namely, workshops, teachers daily interactions, instruction of newly transferred teachers, and inter-grade teachers development group. We found the main influence upon the teachers professional development and the improvement of the teachers performances was in-depth discourse on mathematics teaching and learning with bias towards constructivism. In all, we found the school based teacher improvement measures helped advance our teachers professional development, but not without full participation, including frequent and deep discourse to help us come to terms with child centered teaching and learning, and the provision of a friendly environment for taking on board the new curriculum. |
本系統中英文摘要資訊取自各篇刊載內容。