國小實習學生的人際互動歷程對其學科教學知識發展的影響之個案研究：以數學科為例

本研究旨在探討一位國小實習學生從人際互動歷程中獲得哪些數學學科教學知識，並分析其人際互動歷程對其數學學科教學知識發展的影響。爲達此研究目的，本研究採質化研究取向，並以一位國小實習生爲研究個案，而蒐集資料的方式包括教室觀察、深度訪談及文件分析。經過半年的探究，本研究獲得幾個主要的研究發現：1．國小個案實習學生從人際互動歷程中所獲得的數學學科教學知識內涵包括「教學目標知識」、「學科知識」、「學生知識」及「一般教學法知識」；2．國小個案實習學生的人際互動歷程對其數學學科教學知識發展的影響：(l)國小個案實習學生的人際互動歷程豐富了其數學學科教學知識的內涵；(2)國小個案實習學生的數學學科教學知識之發展受到其與實習輔導老師、學生、校內正式教師、實習夥伴及實習指導教授互動的影響，且又以受到實習輔導老師及學生的影響最爲深遠；(3)國小個案實習學生與實習輔導老師、學生、校內正式教師、實習夥伴及實習指導教授的互動歷程，促使其對原有的數學學科教學知識進行省思，進而促進數學學科教學知識的發展；(4)國小個案實習學生透過人際互動歷程所獲得之學科教學知識，再經由學科教學知識內涵間的相互理解而橫向發展。

關鍵字

國小實習學生；人際互動歷程；數學學科教學知識；知識發展

並列摘要

The study investigated what pedagogical content knowledge (PCK) of mathematics the elementary school student teacher got from her interpersonal interaction, and explored the influence of her interpersonal interaction upon the development of PCK. Qualitative research method was used for case study. Data were collected by naturalistic observations, interviews, and documentary analysis. Following results were found: 1. The contents of PCK of the case included primarily following: knowledge of teaching objectives, knowledge of content, knowledge of learners', and knowledge of general pedagogy. 2. The influence of the student teacher's interpersonal interaction upon the development of PCK were elaborated in terms of 4 points as follows: (1) The interpersonal interaction enrich the PCK of student teacher's. (2) The factors affect the student teacher's development of PCK including the mentor, students, other teachers, other student teachers, and the professor of university. (3) The interpersonal interaction developed the student teacher's PCK through the student teacher's reflection. (4) The PCK of the student teacher got from interpersonal interaction developed other PCK.