幼兒教師數學教學知識管理之研究

The Study of the Mathematics Pedagogical Knowledge Management of Kindergarten Teachers

蔡慧音(Huei-Yin Tsai)

指導教授 ： 馬祖琳 ； 陳美玉

國立屏東科技大學/人文暨社會科學院/幼兒保育系所/碩士(2008年)

https://doi.org/10.6346/NPUST.2008.00076

摘要

本研究旨在瞭解幼兒教師數學教學知識管理的途徑與問題，並分析幼兒教師具備的數學教學知識之內涵與特性。本研究以「質的個案研究」為研究取向，使用的方法包括訪談法、觀察法與文件分析法。以立意取樣選取屏東縣市五名幼兒教師為研究對象，進行現場資料的搜集、分析與討論，並獲得重要結論為：在數學教學知識管理的途徑方面，幼兒教師知識獲得的途徑有「正式學習」與「非正式學習」兩大類；知識儲存的途徑包括「文件儲存」、「資訊儲存」及「人員儲存」三種；知識應用多會經過轉化後，加以運用於教學實踐；知識分享則藉由「與人互動」、「資訊科技」，及「文件資料」等媒介來分享知識；且知識創新多展現於教學的過程。幼兒教師數學教學知識的內涵與特性，除了能考量幼兒的學習特性，並體認幼兒數學學習具有個別差異外，幼兒教師亦能善用多元的教學策略，使數學教學更為活化。然而，幼兒教師對於數學學科內容知識的界定卻存在著較大的個殊性，同時，在落實數學教學知識管理上，也受限於個人與組織兩大因素的影響。最後，根據上述結論，本研究乃從幼兒教師個人知識管理、幼兒園組織領導、進修單位與未來研究等四個層面提出建議。

關鍵字

幼兒教師 ； 數學教學知識 ； 知識管理

並列摘要

This study is to realize the approach and impeditive factors for kindergarten teachers to manage mathematics pedagogical knowledge. The study served for analyzing connotation and characteristics of the mathematics pedagogical knowledge for kindergarten teachers. The research selected the case study design and the research methods including in-depth interviews, observations and document analyses. The study also adopted the purposive sampling method to select five teachers who work in the kindergarten in Ping-tung County for collecting data, analyzing materials and discussing results. The results of this study are as follows: First, in the aspect of mathematics pedagogical knowledge management, the kindergarten teachers got knowledge through the official and unofficial study. Then, kindergarten teachers acquired the knowledge by means of documents, information and staffs. Furthermore, the knowledge could also be applied to teaching practice through transformation. Moreover, the kindergarten teachers shared the mathematics pedagogical knowledge by human being interaction, information technology and documents information, and also their knowledge innovation was involved in the process of teaching. Besides, in terms of connotation and characteristics, the kindergarten teachers considered children’s learning characteristics and examined individual differences among children with intensive personal attention; they also used various skilled teaching strategies diversely to make mathematics classrooms vivid. However, the kindergarten teachers think that the boundary of the mathematics subject content knowledge still exist in different characteristics individually; the impeditive factors of practicing mathematics pedagogical knowledge management were limited by individuals and organizations as well. Finally, some suggestions were proposed from the aspects of personal knowledge management for kindergarten teachers, leadership for kindergartens, organizations for advances studies and further research for personal knowledge management.

並列關鍵字

kindergarten teachers ； mathematics pedagogical knowledge ； knowledge management

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