從一位國小教師的課程觀探討其將數學教科書轉化為運作課程之個案研究

A Caes Study of Transforming Mathematics Textbooks into Operational Curriculum from an Elementary School Teacher’s Curriculum Perspective

羅銘辰(Min-Chen Luo)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/CYCU.2011.00167

摘要

摘要
本研究旨在藉由個案研究，探討一位國小教師所抱持的課程觀點，及其將數學教科書轉化為運作課程的歷程，並探討影響教師課程轉化的因素。
一、本研究透過教室觀察、晤談、文件分析的方式來蒐集資料，獲得以下發現：
（一）個案教師對數學教科書的使用抱持「行動落實觀」，會參酌教科書內容與學生學習經驗主動進行課程設計，師生共同建構出該班級的課程。
（二）基於個案教師豐富的資歷與經驗，她能充分理解教學內容的核心概念，並善用不同的教學方法與策略進行教學轉化。
（三）個案教師在教學決定部分，藉由其豐富的教學經驗與被學校所賦予充分的課程自主權，經個案教師依學生學習現況與課室的情境脈絡作考量，並融合家長與同儕教師的回饋，開展出其實際的教學活動。
（四）影響個案教師教學轉化的因素有：中央與地方政策、學校課程編審、教師課程設計能力、學生特質與社區家長參與等因素。
二、根據以上的研究發現，提出以下的建議以做為改進教師課程轉化與未來相關研究之參考。
（一）上級單位制定政策時，應避免影響正常的教學活動。
（二）學校教學空間的規劃應考量學生學習的品質。
（三）學校應積極鼓勵教師進行深度進修活動。
（四）鼓勵資深的專家教師能做經驗傳承與分享。

關鍵字

運作課程 ； 轉化 ； 課程觀 ； 教科書

並列摘要

Abstract
The purpose of this study is to investigate the curriculum perspective of an elementary school teacher. Through the process of transforming mathematic textbook into operational curriculum, the research aims to explore the factors that impact the teacher’s curriculum transformation through a qualitative method.
The data of this study was collected from classroom observations, interviews and document analysis. The results are listed as follows:
1. The teacher holds a curriculum enactment view to use mathematic textbook. Her design of curriculum activities is based on students’ experiences and contents of the textbook. But, the teacher and students also work together to create their own class curriculum .As a matter of fact, the real classroom activities are created through the cooperation of the teacher and students.
2. The teacher has rich experience in teaching, so she performs a fully understanding of core concept before teaching. Therefore, she applies different methods and strategies to accomplish the teaching translation.
3. The teacher’s rich experience in teaching and the authority that school gives help the teacher make teaching decisions. The teacher also carried out the practical teaching activity through the students’ learning performance, classroom situation, and the feedback from both parents and colleagues.
4. The factors that impact the teacher’s curriculum transformation are: the policy of the central and local governments, the curriculum review of the school, the teacher’s ability of curriculum design, the students’ characteristic and the participation of the parents in the community.
According to the conclusions, some suggestions are made to improve the teacher’s curriculum transformation and for further research.
1. School makes decisions should avoid affecting the regular teaching activities.
2. Students’ learning quality should be considered when the school arranges the classroom locations for the students.
3. School should encourage the teachers to participate in activities that can improve their professional development.
4. School should encourage the senior teachers to pass down or share their experiences in teaching.

並列關鍵字

curriculum ； textbook ； transformation ； operational curriculum

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