一個跨校數學教師社群發展之探究

The Development Of The Inter-district Math Teacher Community

林紀穎(Chi-Ying Lin)

指導教授 ： 洪志成博士

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2014年)

摘要

大部分的教師專業學習社群研究對象為校內社群。本研究聚焦於一個運作十多年的「友福」跨校數學教師專業學習社群（化名），探究社群的發展階段、互動氛圍以及成員獲得的專業成長。為達研究目的，本研究採用質性研究，主要研究參與者有社群召集人程校長、來自9個學校的9位社群成員，以及2位參與社群成果擴散的教師，並以訪談、文件分析、參與觀察與省思札記的方式來蒐集資料，最後就所蒐集的資料進行整理、分析與歸納，獲致以下結論：

一、友福社群在課程改革的時空背景下，召集人號召欲追求數學教學專業成長之跨校教師而成立，社群因跨校性質而形塑討論氛圍，奠定發展十餘年的基礎。
二、友福社群的發展階段，因82年部編版教材與國立教育研究院籌備處出版的教材分析書於社群中的運用，可分為草創期、發展期與轉型期。社群於發展期提出「發展解題能力之教學模式」，並於轉型期運用推廣。
三、友福社群主要由召集人以親身參與教學、提供專業諮詢，帶領成員致力改善與提升教學，並獲得成員的信任與認同，激起成員一同做事、展現創意的互動特色。
四、友福社群成員在數學學科知識上，更能夠掌握教材目標，了解學生起點行為與迷失，減低對教科書的依賴，擁有專業自主。在教學技能的成長上，突破傳統教學改以富有建構精神的教學方法，鍛鍊提問技巧。在教學信念上，從消極面對學生學習，到肯定自己教學對學生的益處；從磨練學生的計算能力，到建立學生數學概念。在一般教學知能上，從關心自身環境到尋求教育新知，並獲得資訊能力的成長。
綜合上述研究發現與結論，研究者於第五章提出相關建議，以供欲成立社群之相關人士以及未來研究之參考。

關鍵字

發展解題能力之教學模式 ； 教師專業成長 ； 數學教師社群 ； 跨校社群

並列摘要

Most studies on teachers Professional Learning Communities（PLC） select sites where members are from the same school. This study focused on the inter-district math teacher community, titled as Yu-Fu (anonym) PLC, which constructed for more than ten years. It aimed at exploring the stages of development, interactive atmosphere and its members’ professional development. To achieve the purpose, this study adopted qualitative research. The main participants are twelve members, including the leader, Principle Chen, and 9 teachers from 9 schools, and 2 teachers joining spread of community. Data were collected by interviews,document analysis techniques, participant observation and reflection journals. According to the analysis and the summary of data, there are following conclusions.
1.”Yu fu PLC”is an inter-district community setted up in Curriculum-Reformed for pursuing math teaching profession development. Because the community was organized by interdistrict teachers, it formed the atmosphere of discussion to facilitate the development.
2.The stage of the development of”Yu fu Community”was divided into embryonic period, stable period and transitional period according to the material edited in 1993 and textbook analysis book published by Preparatory Office of National Academy for education Research. The “developing problem-solving teaching model” was invented in the stable period and was applied and spread into the transitional period.
3. The convener of ”Yu Fu Community”, and the leading members devoted efforts to improve and enhance teaching efficacy by involving in teaching personally and providing professional feedback. Then, the action also promoted members gaining trust and sense of identity, and resulted in the interactive features of acting together and showing higher level of creativity
4. The members of ”Yu Fu Community” got professional growth in teaching. In mathematics knowledge, they were able to grasp the teaching objectives, to understand students’ entry point and to target the students who were behind, to reduce the reliance on textbooks, to have professional autonomy. In teaching skills, they broke through the traditional teaching and changed into constructing rich spiritual teaching methods, and exercised questioning techniques. In teaching belief, they faced the learning of students from the negative to the affirmative benefits own teaching on students; they trained students from computing power to build students' mathematical concepts. In general teaching knowledge, they extended from caring about their environment to seeking educational knowledge, and gained growth in using computer.
According to the finding and conclusion of the research, the study will propose concerning advices to teachers involved in similar activities and future researchers.

並列關鍵字

teachers’ professional development ； math teacher community ； inter-district teacher community ； developing problem-solving teaching model

參考文獻

李源順、林福來（1998）。校內數學教師專業發展的互動模式。師大學報，43（2），1-23。

李源順、林福來、陳美芳（2012）。理論與實務持分者對不同身分國小教師所需數學教學專業知能觀點之比較研究。科學教育學刊，20（6），539-562。

林劭仁（2006）。專業學習社群運用於師資培育自我評鑑之探究。中正教育研究，5（2），79-111。

姚如芬（2006）。成長團體之「成長」－小學教師數學教學專業之探究。科學教育學刊，14（3），309-331。

施柏志（2013）。新北市國民中學教師對教師學習社群知覺情形之研究，淡江大學教育政策與領導研究所碩士在職專班碩士論文，未出版，台北。