國小教師對數學科建構取向教學、教材與學童數學能力看法之調查研究

A Research of the Relationship Between Constructive Mathematics Oriented Teaching, Textbooks, and the Mathematics Ability of Elementary Students Conducted by an Elementary School Teacher

許鼎延(TING-YEN HSU)

指導教授 ： 陳李綢

國立臺灣師範大學/教育學院/教育心理與輔導學系/碩士(2005年)

摘要

本研究主要的目的在於：一、探討教師認為數學科建構取向教學施行後在教育現場所產生的問題；二、探討教師因應數學科建構取向教學的方法；三、探討教師因應數學科建構取向教學的歷程；四、探討教師認為數學科建構取向教材的問題；五、探討教師認為數學科建構取向教學實施現狀及可能的問題。
為達成以上目的，本研究採取質化取向之研究方法，以個別訪談、焦點團體訪談等方式蒐集文本資料進行分析，並針對臺灣地區十四個縣市學校317位教師進行問卷調查。
綜合研究結果，本研究主要的發現如下：
一、 教師認為數學科建構取向教學實行所產生的問題可分為教學方面的問題，評量的問題，實施方面的問題，教師理解的問題，教學時間限制的問題，學生計算能力低落的問題。
二、 教師因應數學科建構取向教學的方法可分為教師教學方面，教材使用方面，評量方面，其他措施。
三、 教師因應數學科建構取向教學的歷程可歸納出忠實追隨型的教師、曾經擁有型的教師以及彈性採用型的教師。
四、 教師認為數學科建構取向教材的問題分為版本，難度，廣度，教材地位，教材特點，教學指引。
五、 教師認為數學科建構取向教學實施現狀及可能的問題有教師所受過的相關訓練，教師對數學科建構取向教學的瞭解程度，國小教師數學科之教學理念，教師自覺對數學科建構取向教材的掌握度，教師認為數學科建構取向教材不足之處，教師對數學科建構取向教材的使用方式，教師對數學科建構取向教學的勝任感，教師進行數學科建構取向教學所遭遇的困難，教師對數學科建構取向教材進行教學之使用情形，數學科建構取向教學對學生能力的影響，教師數學科教學方式之比較。
最後，研究者依據歸納之研究結論，提出研究結果應用及未來相關研究之建議，作為學校教師教學以及未來研究之參考。

關鍵字

國小數學教育 ； 數學科建構取向教學

並列摘要

The main purposes of this research are as follows:
1. To investigate the difficulties occurred in teaching mathematics when the constructive approach is implemented.
2. To analyze teacher’s class preparation while teaching mathematics with the constructive approach.
3. To analyze teacher’s view of student participation in teaching mathematics with constructive approach
4. To analyze the problems encountered in terms of mathematics textbooks with constructive approach
5. To analyze the current problems and possible future problems while employing the constructive approach teaching mathematics.
To achieve these purposes, this research adopted qualitive oriented analysis methods by interviewing individual persons and a focus group to fill out questionnaires. The sample group consists of 317 teachers from 14 elementary schools in Taiwan.
The major findings of this research include:
1. Difficulties occurred while teaching mathematics with constructive approach such as the difficulties of teaching methods,evaluation problems, implementation problems, teacher’s level of training, teachers’ comprehension of teaching methods and curriculum, effects of shortened teaching hours, regressed student calculating ability.
2. To analyze teacher’s class preparation while teaching mathematics using the constructive approach.
3. To analyze teacher’s view of student participation in teaching mathematics with the constructive approach shows that teachers could be classified as faithful followers, ever-practiced type , and partial-adaptation type.
4. Problems encountered in terms of mathematics textbooks with constructive approach –such as version, Levels of difficulty, width, scope of mathematics textbooks, characteristics of mathematics textbooks.
5. To analyze the current problems and possible future problems while employing the constructive approach teaching mathematics such as teacher’s training sources, teacher’s understanding of teaching mathematics with constructive approach, elementary school Math teaching philosophy, teachers’ familiarity with constructive math -teaching materials, insufficiency of mathematics textbooks, use of mathematics textbooks by teachers, teacher’s capacity, difficulties encountered while teaching mathematics with the constructive approach, employment of constructive approach in mathematics teaching, the influence of mathematics with constructivism approach on students’ ability, comparison of teaching modes in mathematics.
Finally, after researching this topic, some conclusion and suggestion can be offered to teachers, other researchers, and those interested in this subject. Hopefully, this research can bring attention to the constructive education approach to math teaching, and encourage future study in this field.

並列關鍵字

elementary mathematics education ； mathematics with constructivism approach

參考文獻

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