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題 名 | 數學教學實踐知識課程的開發=Curriculum Development of Mathematics Teaching Practice |
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作 者 | 甯自強; | 書刊名 | 國教學報 |
卷 期 | 9 1997.09[民86.09] |
頁 次 | 頁265-278 |
分類號 | 523.32 |
關鍵詞 | 數學教學; |
語 文 | 中文(Chinese) |
中文摘要 | 本文共分四個部份。第一部分基於識知理論的觀點變更,由學科發 生邏輯的角度反省國小數學教師的培育內容問題,特別的,將國小數學教材教 法課程區分成「學科的數學教材教法」、「教師的數學教材教法課程」與「教師 的數學教材教法知識」等三種不同的意義,藉以凸顯「視教師為兒童」的人本 考慮。其次,對國小數學教師的教學活動進行操作型的分析,並比對其與傳統 培育內容間的差距,從而說明傳統的培育方式不敷教師的實際教學所需。第三 部分主張國小數學教師的培育內容應以「數學教學實踐知識」為主體,並說明 有關知識的發生、內涵、及結構上的一些本質。最後則從理論需求、有關「教 師的數學教學實踐知識」研究與「虛擬的」數學教學實踐知識課程的開發等三 方面描述了有關課程的開發問題,特別的,也提出了課程的一些編制上的考量 重點。 |
英文摘要 | This opinion paper is organized into four parts. First, due to a change of epistemological perspective, from the logic of organization toward the logic of genesis of a scientific discipline, the problem of preparing elementary mathematics teachers has been re-examined. In particular, the meanings of knowledge of mathematics teaching were further reconceptualized into three different types: namely, mathematics teaching as a scientific discipline, knowledge of mathematics teaching for mathematics teacher, and mathematics teachers' knowledge of mathematics teaching. Thus, the humanistic consideration of taking mathematics teachers as children while they were under preparation, or the rationale of supplying a teacher-based teacher education program, becomes plausible. Next, an operational analysis has been conducted on the teaching activities of elementary mathematics teachers, and its result has been contrasted with the contents of the traditional programs of preparing elementary mathematics teachers. The differences were marked so as to indicate the inadequacy for their actual needs. Third, it is argued that the contents of preparing elementary. Mathematics teachers should be focused on their knowledge of mathematics teaching practices. The essence of the genesis , the contents as well as the structure of such knowledge were then elaborated. Finally, the problem of developing a curriculum of mathematics teaching practices were reshaped from three directions: its theoretical considerations, relating research on teachers' knowledge of mathematics teaching practices, and developing a curriculum of "virtual" mathematics teaching practices. In particular, some criterion related to the product of curriculum development were suggested. |
本系統中英文摘要資訊取自各篇刊載內容。