案例討論與教學實作促進教學後設認知改變之研究

The Study of How Case Studies and Practical Teaching Promoted the Transformation of Teaching Metacognition

劉佩雲(Pei-Yun Liu) ； 沈羿成(Yi-Cheng Shen)

《師資培育與教師專業發展期刊》 6卷2期 (2013/12) Pp. 21-44

摘要

本研究旨在探討教師透過數學教學案例討論與教學實作，對教師教學後設認知之影響。於國小進行個案研究，蒐集討論前後訪談、教學案例討論的錄影錄音、省思札記等質性資料進行內容分析。研究對象為五位五年級教師，研究程序為討論前教師訪談、教學案例討論、教學實作、實作後教師訪談。研究結果如下：參與教師在陳述性知識之教學內容與教學目標有所改變；能考慮教學表徵呈現先後次序，促進程序性知識發展；能融合學生特性與教學環境的條件性來調整教學程序，改變其條件性知識。在教學後設認知執行方面，參與教師能具體擬訂計畫以掌握學習概念與脈絡；教學過程敏銳監督檢測學生回饋，並據以反思、修正調整自己的教學。本研究根據研究結果提出建議，教學後設認知思考可為教學案例討論的主軸，而教學案例討論應結合教學實作，方能實質促進教師的教學專業成長。

關鍵字

教學案例 ； 教學後設認知

並列摘要

This study aimed to explore the impacts of the discussions of mathematical teaching cases and practical teaching on teacher's metacognition. Individual case studies were conducted in an elementary school. Qualitative data such as the interviews before and after a teaching case, recordings of the case discussions, and the reflective journals were collected and analyzed. The subjects were five fifth-grade teachers. The procedure of the study was: pre-discussion interviews with the teachers, discussions of a study case, practical teachings, and post-teaching discussions. The research results are as follows. First, participating teachers had made some changes in their teaching of declarative knowledge and setting the teaching goals. Second, they were able to consider the order of instructional representation in teaching to promote the development of students' procedural knowledge. Third, these teachers could adjust their teaching programs after incorporating student characteristics into the teaching conditions and resulted in the alteration of students' conditional knowledge. In terms of teaching metacognition, the participating teachers were able to draft teaching plans to better represent the concept of learning contexts. During the teaching process, they could sensitively monitor students' feedback to further modify their own teaching. Based on the study results, few suggestions were made. The thinking of teaching metacognition may be converted into the center line in the discussion of teaching cases. Teaching case discussions could only promote professional development in teachers if they were integrated with practical teaching.

並列關鍵字

martial law ； political economy ； teacher education ； education policy

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