頁籤選單縮合
題 名 | 低年級數學教室文化的轉變研究=On the Transformation of Mathematical Classroom Culture in Lower Grades |
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作 者 | 鍾靜; | 書刊名 | 臺北師院學報 |
卷 期 | 10 1997.06[民86.06] |
頁 次 | 頁501+503-529+531-532 |
分類號 | 523.32 |
關鍵詞 | 國小低年級; 數學教室文化; |
語 文 | 中文(Chinese) |
中文摘要 | 民國八十二年版數學課程標準之精神,強調解題、溝通、推理、聯結的數學教學, 及培養兒童主動形成數學知識的學習理論;因此,數學教室中預期的教學活動是教師佈置情 境、兒童群體解題,藉具體活動建構兒童的數學知識。 數學教室文化意指師生在數學教室經過長時期形成的活動型態,教師經營數學教室的信念亦 會影響教室文化;根據二年長時期在一所學校低年級六個教室觀察數學教學,發現教師們接 觸數學新課程理念後,透過實際參與,其數學教學信念受到學生表現的影響均有轉變;實施 數學新課程教學的教室中師生、同儕互動的表現形成數學教室新文化。 本文藉由提出教師處理兒童的「自然想法」,扮演引導者、促動者的「適時介入」,對兒童 「認知衝突」的處理等行為模式,及問卷調查中兒童對數學教學活動的一些描述;以呈現數 學教室活動型態的轉變的現象及證據。 |
英文摘要 | The national mathematical curriculum standard for the elementary school 1993 edition emphasizes that mathematical teaching should have problem solving, reasoning, communicating, and connection making. Therefore, it is expected that the teacher poses problem situation, the children solve problem collectively, and they then construct their mathematical knowledge through concrete activities in a typical mathematical classroom. We define mathematical classroom culture as a mode of teaching and learning in a mathematical classroom constructed gradually by interaction of teacher and children. Teacher's believes about managing a mathematical classroom influence classroom culture greatly. Based on the two year teaching observation of six classes of lower grades in an elementary school, we find that after the teachers absorbing the message of new curriculum, through solid participation, their believes on mathematical teaching show various degree of change because of students' performance. In the mathematical classroom of new curriculum, teachers interact with children and themselves. Gradually, new mathematical classroom culture is taking shape. In this paper we describe hierarchy stages about how a teacher ぇ manages child methods え cuts in as a guide and animater ぉ practices"cognitive conflict". We also use questionaire to collect children's opinions about mathematical classroom learning activities. These phenonmenens and evidences well represent the transformation of mathematical teaching and learning patterns. |
本系統中英文摘要資訊取自各篇刊載內容。