從實習學生觀點探討國小數學教學之實習現況與支持策略

近年國小教師的數學教學能力受到高度重視，已有研究建議將「數學領域教學知能」納入教師資格檢定考試，為國小教師數學專業把關。在教育實習歷程中，實習輔導教師扮演著關鍵角色，其所採取的支持策略影響實習學生的實習成效，如何有效輔導不同數學能力背景的實習學生學習數學教學，是值得探究的議題。本研究目的為：（1）瞭解國小實習學生數學教學實習現況；（2）瞭解不同實習階段實習輔導數學教學的支持策略；（3）分析實習學生對於實習輔導支持策略有效性的主觀感受。採問卷調查法，發出226份問卷，有效問卷198份，以描述統計、卡方考驗、t考驗等進行資料分析。研究發現：（1）實習學生之數學教學實習經驗落差大；（2）實習輔導教師會以個人支持、課室支持、專業支持、評價支持、反思支持等策略，進行數學教學實習輔導；（3）實習學生認為肯定與讚美、指導或示範有效的數學教學技巧、提供自主空間、提供真誠與及時的回饋、師徒彼此分享對教學的想法等支持策略，對自己學習數學教學的幫助最大；（4）具數學教育專業背景之實習輔導教師，有較多的「指導或示範有效的數學教學技巧」輔導作為；（5）實習學生認為課室支持最能提升數學教學實習效果。本研究依據結果進行討論並提出相關建議。

關鍵字

支持策略；實習輔導；數學教學

並列摘要

The importance of mathematics teaching expertise of teachers in primary school has been emphasized recently. For ensuring primary school mathematics teachers have enough expertise in mathematics teaching, the research suggests incorporating ”mathematics teaching knowledge” into the teacher qualification test. Mentors play a key role for student teachers during the internship. The mentoring strategies adopted directly impact the effectiveness of the internship. As a result, it is important to study the topic of how to mentor student teachers with different mathematics experiences to learn mathematics teaching skills. The purposes of this study were to understand the current mathematics teaching internship process, examine support strategies mentors provided to student teachers during the stages of the mathematic teaching mentoring process, and analyze the student teachers' subjective judgment of different support strategies. Questionnaires were used in this study. From the 226 questionnaires, we received 198 effective replies. Data were analyzed by descriptive-statistics, Chi-square test and independent sample t-test. The results revealed: 1) there are huge differences among student teachers' mathematics teaching internships experiences, 2) personal support, classroom support, professional support, evaluative support, and reflective support are strategies used by mentors in the mentoring process, 3) student teachers regarded ”recognition and compliments”, ”instructing or modeling effective methods of instruction”, ”giving independent freedom”, ”providing immediate and sincere feedback” as the most helpful strategies to their mathematics teaching learning, 4) mentors with mathematic teaching background will do more ”instructing or modeling effective methods of instruction” than those without that background, and 5) the most effective support to improve student teachers in mathematic teaching was classroom support. Finally, we had further discussions on the study results and provided suggestions towards mathematic teaching mentoring support strategies and future studies.