從DIY數學教材到教學改變探討幼教師專業成長

From DIY Mathematical Materials to Change Teaching toward Professional Development for Kindergarten Teachers

陳埩淑(Ching-Shu Chen)

《教育理論與實踐學刊》 24期 (2011/12) Pp. 49-85

https://doi.org/10.7038/JETP.201112.0049

摘要

教師專業成長有多種途徑，其中可以透過教學教材的製作帶動教學改變，進而增進教師教學專業成長。為此，本研究以協同行動研究方法提升幼教師的專業成長。研究者與一所國小附設幼稚園十九位實務教師協同合作，從DIY數學教材著手到改變數學教學。本研究以觀察、訪談及評量等方式蒐集資料。研究結果發現在智慧型團隊的學習中，各班呈現出多樣性的自製數學教材，教師的教學信念從教師為中心轉換到以學生為中心，數學教學以數學生活化、具體化及設計遊戲，幫助幼兒獲得數學概念，也增進教師專業成長。

關鍵字

DIY數學教材 ； 幼教師 ； 協同行動研究

並列摘要

There are many models to promote teacher professional development. Yet, making instructional materials brings to teaching change is an alternative way to reach professional development. For this purpose, the researcher applied collaborative action research to promote the professional development of kindergarten teachers. The researcher collaborated with 19 teachers form making materials to fit children needs and break through the limitation of commercial textbook or materials. Collection data includes observation, interview and test. The result indicated that the teachers could make mathematical materials with life-related and concrete materials and play games to change their instruction from team, and help children gain mathematical concepts, as the same time they developed their profession.

並列關鍵字

DIY mathematical materials ； kindergarten teachers ； collaborative action research

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