幼稚園教師數學教學信念、教學行為與幼兒數概念發展之研究

A Study of Kindergarten Teacher’s Mathematical Teaching Belief, Mathematical Teaching Behavior and Concept of Number for Young Children.

徐映慈(Ying-Tzu Hsu)

指導教授 ： 黃儒傑

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2008年)

摘要

一、了解幼稚園教師的數學教學信念、教學行為之現況。
二、探討不同幼稚園背景的教師，其數學教學信念、教學行為之差異情形。
三、探討不同背景的教師，其數學教學信念、教學行為之差異情形。
四、分析教師之數學教學信念、教學行為之相關情形。
五、探討不同數學教學信念、教學行為之教師，其班級幼兒之數概念發展之差異情形。
六、根據以上研究結果，提供未來師資培育、教師在幼兒數學教學上的建議。
　　為達成上述研究目的，本研究進行有關教師數學教學信念、教學行為以及幼兒數概念的理論與研究等方面的文獻探討，建立本研究之理論基礎。並據以編製「教師數學教學信念、教學行為問卷」、「幼兒數概念發展問卷」進行「問卷調查法」、「訪談調查法」的資料蒐集。研究對象包括台中縣、台中市立案之公、私立幼稚園教師。從台中縣、台中市抽取67所幼稚園，回收376份，回收率為61.04％。問卷調查資料採次數分配、平均數、標準差、因素分析、項目分析、信度分析、t檢定、單因子變異數分析、皮爾森積差相關、多元迴歸分析等統計方法。再針對問卷調查結果選取兩班：（1）數學教學信念－建構取向、教學行為－建構取向；（2）數學教學信念－傳統取向、教學行為－傳統取向。並針對該兩班全體幼兒進行「幼兒數概念發展」訪談施測。針對施測結果進行次數分配、平均數、標準差、共變數分析，以了解不同組別之幼兒數概念發展情形。

研究結果共獲得下列八項結論:
一、許多教師具有趨向建構觀的數學教學信念
二、許多教師具有正向積極的教學行為表現
三、教師的數學教學信念會隨著背景變項的不同而有差異
四、教師的教學行為會隨著背景變項的不同而有差異
五、教師的數學教學信念與教學行為具有密切關係
六、教師的數學教學信念能有效預測教學行為的表現
七、幼兒數概念的發展會隨著教師數學教學信念、教學行為取向的不同而
有差異
八、建構組幼兒在數概念的運思發展略優於傳統組幼兒

此外，根據上述研究結論，對於師資培育政策、幼稚園教師及未來研究方面，提出下列相關建議：
一、在師資培育政策方面
（一）在幼稚園師資培育過程中，澄清與導引師資生積極正向的教學信念
與行為
（二）舉辦幼兒數概念發展與數學教學的相關研習
二、在教師方面
（一）鼓勵教師進行有關幼兒數概念的相關研究
（二）鼓勵教師參加有關幼兒數學教學的相關研習
（三）鼓勵教師在幼兒數學領域進行多元化的評量
三、在未來研究方面
（一）針對幼兒數概念發展做縱貫性研究或追蹤
（二）將研究對象往下擴及中小班年齡之幼兒
（三）進入教室實地觀察教師之數學教學行為

關鍵字

幼兒數概念 ； 教學行為 ； 教學信念

並列摘要

The study objectives of this thesis are described below：
1. To understand the present situation that the kindergarten teachers teaching belief and behavior in mathematics domain.
2. To discuss the differences that the kindergarten teachers teaching belief and behavior in mathematics domain with different nursery school.
3. To research the differences that the kindergarten teachers teaching belief and behavior in mathematics domain with different background.
4. To analyze the relations that the kindergarten teachers teaching belief and behavior in mathematics domain.
5. To discuss the differences that the teachers with different teaching belief and behavior in mathematics domain, and the number concept development of children in those teachers classes.
6. Those research results can be offered to the teacher education in the future and teaching children in mathematics domain.
To reach those research topics, this thesis discusses the related papers to construct the basic theory of the research. Those reference topics are the belief of teacher teaching, the teacher behavior and the research in children number concept. The questionnaire survey of the teacher teaching belief in mathematics and the teaching behavior, and the questionnaire survey of the young child number concept development are edited to use the methods of questionnaire survey and visiting survey for data collection. The survey targets include the kindergarten teachers in Taichung city and county. In this survey, there are 67 kindergartens in the sampling. There are 376 questionnaires are retrieved, and the retrieve rate is 61.04%. The collection data of the questionnaire survey uses the statistics methods to analyze, the statistics methods include frequency table, mean, standard deviation, factor analysis, items analysis, reliability analysis, t-test, one-way analysis of variance, person product-moment correlation coefficient and multiple regressions. After the results of analysis, there are two classes are elected. One is the teacher teaching belief and behavior in mathematics closing constructivism and the other is closing tradition.
Those two classes are aimed to test and to survey, and using the survey to know the development of children number concept. Following the results of surveys, the analysis uses frequency table, mean, standard deviation and analysis of covariance to know the situations of children number concept development with different classes.
Following the study of analysis results, there are 8 conclusion items described below:
1. Many teachers teaching beliefs are tending constructivism in mathematics domain.
2. Many teachers teaching behaviors are positively.
3. The math teaching beliefs of teacher are difference with different background.
4. The teaching behaviors of teacher are difference with different background.
5. The math teaching belief and the teaching behavior are relatedness with the teacher.
6. The math teaching belief of teacher can be estimated efficiently in the teaching behavior.
7. The development of child number concept will be changed with the math teaching beliefs of teacher and the teaching behavior.
8. The young child cerebration development in construct class is better than the tradition.
In addition to those conclusions, there are several policies be offered for teacher education and research in the future.
1. In the field of teacher education policy:
(1) In the progress of the kindergarten teacher education, to clarify and lead the teachers have positive teaching belief and behavior.
(2) Hold the conference about the child number concept and the teaching in mathematics.
2. In the field of teacher belief:
(1) To encourage the teachers proceed to the research about the young child number concept.
(2) To encourage the teachers join the conference about the teaching of young child studying in mathematics.
(3) To encourage the teachers proceed to the diversification assessment of young child in mathematics domain.
3. In the field of research in the future:
(1) Focus on the young child number concept development to research and track.
(2) The research target will extend to littler child.
(3) Enter the classroom and observe the teacher teaching behavior.

並列關鍵字

number concept of child ； teaching behavior ； Teaching belief

參考文獻

林生傳（1998）。建構主義的教學評析。課程與教學季刊，1（3），1-14。

曹雅玲（2004）。數學教育對幼兒思維發展的意義。國教新知，55（1），33-40。

張景媛、呂玉琴、何縕琪、吳青蓉、林奕宏（2002）。多元思考教學策略對國小教師數學教學之影響暨教師專業成長模式之建構。教育心理學報，33（2），1-22。

甄曉蘭與周立勳（1999）。國小教師數學教學信念及其相關因素之探討。課程與教學季刊，2（1），49-68。

潘世尊（2004）。Vygotsky對認知發展的觀點及其教學應用。弘光學報，43，131-146。