學生教師運用知識庫學習數學教學：理論與實務的連結

本研究在網際網路上建構一個數學教師知識庫做爲學習資源，然後在研究者所教授的國小數學科教材教法課程中利用此一學習資源做爲學生教師學習數學教學的學習環境，並探究學生教師在此一學習環境中是否能從理論的角度評論教學實務；這個學習環境是否能、爲何能成爲師資培育時理論與實務連結的橋。研究發現，學生教師在學習數學教學時，能從學理的觀點評論教學實務，學生教師也能關注到教師教學時關鍵話語的意涵以及對教學的影響。本研究所建構的學習環境可以做爲數學師資培育時理論與實務連結的橋，是因爲學生教師除了能從學理的觀點評論教學實務和關注關鍵話語之外，也提供學生教師在社會互動的環境中對教學議題和教育政策問題進行理性的評論，主動反思學習，和促進數學教學知能的成長。本研究所建構的學習環境之所以能做爲數學師資培育時理論與實務連結的橋，主要是因爲創造適合學習的環境，鼓勵更進一步的覺察和反思，從經驗的研究中提供理論的觀點，以及鼓勵學生教師使用多樣的方式行動。

關鍵字

數位化學習；數學師資培育；知識庫

並列摘要

The researcher constructed a Knowledge Web of Mathematics Teachers (KWMT) on the Internet as a source of links to theories and practices for mathematics teacher education. The researcher also constructed a learning environment presenting the curriculum of primary school mathematics teaching and methods that could help student teachers to learn mathematics teaching. The study investigated whether student teachers can learn teaching practices from theories in this leaning environment, and how this leaning environment can act as a bridge to theories and practices in teacher education. We found that student teachers can learn teaching practices from theories, can understand the keyword of teachers teaching and its meaning when they learn mathematics teaching. The learning environment can act as a bridge to link theories and practices because student teachers use social interaction to comment on teaching practices from theories, can use rational arguments in discussing teaching issues or teaching policies, can reflect on their own learning or teaching experiments, and can learn mathematics teaching knowledge. The learning environment that the researcher constructed can act as a bridge to link of theories and practices because it contained suitable learning experiences, promoted future awareness and reflection, offered theoretical notions from empirical research, and encouraged students to act in a productive manner.