同儕對話促進兩位國中數學教師教學反思與專業成長

Developing Mathematics Teachers' Reflective Ability and Teaching Knowledge through Peer Discourse

陳彥廷(Yen-Ting Chen) ； 康木村(Mu-Suen Kang) ； 柳賢(Shian Leou)

《科學教育學刊》 18卷4期 (2010/08) Pp. 331-359

https://doi.org/10.6173/CJSE.2010.1804.03

摘要

本文旨在評估二位國中數學教師在同儕對話中，對話內涵、反思層次與教學的發展。研究中邀請二位教師參與爲期十二週的數學教學觀察與對話課程，課程中由二位教師互相觀察對方之教學，再進行對話互動、促進反思、以及數學教學專業發展。蒐集的資料包括教師教學之錄影帶、教師互動對話內容、對話後的省思札記、研究者的觀察札記以及晤談語料。研究結果發現：同儕對話能促進反思與數學教學知識發展；且幫助教師理解教學中的學習、教學行動與數學知識等問題；反思過程中引入教學能力評鑑工具，能引導教師反思方向，但也局限了討論範圍；而二位教師的反思層次亦隨課程進行而提升。

關鍵字

教師反思 ； 對話 ； 數學教學知識

並列摘要

The central focus of the research reported here was to investigate the usefulness of peer interaction on the development of reflective ability and teaching knowledge of two secondary mathematics teachers. Tracing the fate of two secondary mathematics teachers in a teamed field-based discussion experience over the course of 12 weeks, the findings of the research indicate that the use of peer discussion has the potential to facilitate reflective ability development and teaching knowledge development. Peers helped each other to identify teaching issues, teaching actions, and mathematics understanding of students. Their level of reflection increased in the process of peer discussion. Using a tool for evaluation of teaching guided the direction of reflection but limited the scope of discussion.

並列關鍵字

Teacher Reflection ； Discourse ； Mathematics Teaching Knowledge

參考文獻

林志成(2003)。批判反思、專業對話的理念與做法。學校行政雙月刊。23，3-14。

李源順、林福來、呂玉琴、陳美芳(2008)。小學教師數學教學發展標準之探究：學者的觀點。科學教育學刊。16(6)，627-650。

Kemp, R., & Gosling, D. (2000). Peer observation of teaching, educational development services. Unpublished article, University of East London, London, UK

The Australian Association of Mathematics Teachers. (2006). The AAMT standards for excellence in teaching mathematics in Australian schools. Retrieved October 29, 2009, from http://www.aamt.edu.au/standards

Almasi, J. F.(1995).The nature of fourth graders' socio-cognitive conflicts in peerled and teach-led discussions of literature.Reading Research Quarterly.30(3),314-351.