國小數學專家教師的教學溝通知能之個案研究

A Case Study on Mathematics Expert Teachers' Teaching Communicative Competence in Elementary School

陳國泰(Kuo-Tai Chen)

《國民教育學報》 10期 (2013/12) Pp. 41-72

摘要

本研究旨在探討一位教學經驗豐富的國小數學專家教師的教學溝通知能內涵，據以作為其他國小數學教師教學的參考。為達此研究目的，本研究採質化研究取向的方式進行探究，蒐集資料的方式包括教室觀察、深度訪談及文件分析。經過一學期的探究，本研究獲得幾個主要的研究發現：1.國小數學專家個案教師在教學溝通的「知識」方面，包括「學科教學知識」與「人際溝通知識」二大部分。在「學科教學知識」方面，專家個案教師具有適切與豐富的「教學目標知識」、「學科知識」、「學習者知識」、「課程知識」與「一般教學法知識」；在「人際溝通知識」方面，專家個案教師具有下列知識內涵：（1）瞭解有效溝通的影響因素包括傳訊者與接收者的文化異同、溝通管道、溝通干擾；（2）瞭解如何運用口語訊息把話說得清楚且適當，即瞭解教學語言必須「明確」和「具體」；（3）瞭解非語言訊息在人際溝通上的功能，即瞭解教學上使用非語言訊息可增進學生對數學概念的理解速度。2.國小數學專家個案教師在教學溝通的「技能」方面，包括「語言溝通技巧」與「非語言溝通技巧」。在「語言溝通技巧」方面，專家個案教師能運用明確精簡的訊息，傳達邏輯順序清楚的教學內容；在「非語言溝通技巧」方面，專家個案教師能運用各種多元的媒介進行教學，促進學生認知理解，並能運用正向積極的肢體動作促使學生參與學習。3.國小數學專家個案教師在教學溝通的「文化素養」方面，包括「隨時檢測學生的學習情況，並接納學習速度較慢的學生，且適時地調整教學活動」及「隨時傾聽學生的想法，並以學生的觀點進行教學思考」等二個主要的文化素養。針對前述研究發現，本研究提出一些建議供相關單位參考。

關鍵字

國小數學 ； 專家教師 ； 教學溝通知能

並列摘要

The study aimed to investigate the content of the mathematics expert teacher's teaching communicative competence to be the reference of other mathematics teachers in elementary school. Qualitative research method was used for this case study. Data were collected by classroom observations, interviews, and documentary analysis. After a semester of exploring, following main results were found: 1. The contents of ＂knowledge＂ in teaching communicative competence of elementary school mathematics expert teacher included two parts: ＂pedagogical content knowledge＂ and ＂interpersonal communication knowledge＂. The expert teacher's ＂pedagogical content knowledge＂ including ＂knowledge of educational goals＂, ＂knowledge of subjects＂, ＂knowledge of learners＂, ＂knowledge of curriculum＂, and ＂knowledge of general pedagogy＂ were appropriate and rich. The contents of expert teacher's ＂interpersonal communication knowledge＂ included following: (1) Understanding the factors influencing effective communication included the cultural differences between messenger and receiver, the communication channel, and the communication interference. (2) Understanding how to express clearly and appropriately by verbal message; that was, the expert teacher understood that teaching language should be clear and concrete. (3) Understanding the functions of non-verbal message in interpersonal communication; that was, the expert teacher understood that the non-verbal message in teaching can promote students' understanding of mathematics concepts. 2 The contents of ＂skills＂ in teaching communicative competence of elementary school mathematics expert teacher included ＂verbal communication skills＂ and ＂non-verbal communication skills＂. In ＂verbal communication skills＂, the expert teacher could explain the teaching content clearly and logically by applying clear and simple message. In ＂non-verbal communication skills＂, the expert teacher could promote students' understanding by using many multivariate media to assist instruction, and encourage students' learning participation by positive and active body action. 3. The contents of ＂cultural literacy＂ in teaching communicative competence of elementary school mathematics expert teacher included two parts. First, the expert teacher would check students' learning condition at any time, and accept slow learners to adjust teaching activities appropriately. Second, the expert teacher would listen to students at any time, and try to take students' thought into consideration to teach. According to the research results, the study provided some suggestions to be the reference for related units.

並列關鍵字

mathematics of elementary school ； expert teacher ； teaching communicative competence