本研究以台北市春天國小(化名)的一個三年級普通班作為研究的場域,透過行動研究法探討資源教師與普通班教師運用課程本位評量和合作教學在數學領域的學習歷程。本研究包含三個研究焦點,首先探討課程本位評量與合作教學運作的歷程,其次為整個方案對學生數學學習成效的影響,最後探究研究者與普通班教師的專業成長。 研究者以資源教師的身分與一位普通班教師小玲老師(化名)針對數學程度差異過大的班級,同時運用課程本位評量和合作教學,以解決普通班教師壓力的前提下,共同經歷三個合作教學階段。研究過程中,以研究札記、夥伴反省日誌、合作教學會議記錄、訪談記錄、學生及家長回饋問卷等方式收集資料。 研究初期雖然藉由課程本位評量,讓合作教師很快聚焦在學生數學學習的問題討論上,但因為研究者和小玲老師對於特殊需求學生不合理的期待造成下課時間仍繼續教學,影響合作教學初期對教學進度的混亂感。從專業對話和反思中,研究者不僅找到行動的契機和策略也促進彼此的合作關係。後期,研究者扮演起提供普通班教師心理支持和問題處理策略的角色。 整個行動方案結果顯示:(1)課程本位評量有助合作教學歷程的運作;(2)家長和學生大部分對整個方案都持正向、肯定的態度;(3)家長和學生大部分都認為整個方案對於學生數學學習有正向的幫助;(4)從課程本位評量中CBM的成績可以看出,特殊需求學生的數學表現都是正向成長;及(5)在教師專業成長方面,普通班教師能運用更多的教學方式和策略來引導特殊需求學生學習,研究者本身也在不斷反思和行動歷程中,改變資源教師的許多思維。
This action research focused on the process of a resource room teacher and a regular education teacher using curriculum-based assessment and cooperative teaching in a 3rd grade mathematics regular class. The main purposes were: (1) discussion the process of curriculum-based assessment and the cooperative teaching; (2) the influence on the entire research to the students in math study; and (3) inquiry into the researcher's and the regular class teacher's professional growth. In the research process, data were collected through researcher's notes, partner's introspection diaries, meeting minutes, interviews, student's and parent's feedbacks. The main findings were: (1) curriculum-based assessment was helpful to cooperative teaching; (2) majority of the parents and the students showed positive attitudes to the whole research process; (3) majority of the parents and the students thought the entire research was helpful for learning mathematics; (4) the math performances of students with special needs had positive growth; (5) the regular education teacher could utilize more teaching methods; and (6) the researcher also extended teacher's resource roles.