運用Shulman教學推理模式發展國小數學教師PCK歷程之行動研究

An Action Research on the Processes of the Math Teachers' PCK by Using Shulman's Pedagogical Reasoning Model

黃詩雯(Shih-Wen Huang)

《數理學科教學知能》 第1冊 (2009/07) Pp. 65-91

https://doi.org/10.6614/pck.2009.1.65

摘要

本研究以行動研究的方式，記錄研究者運用Shulman教學推理模式於國小二年級數學領域教學之實際運作歷程，企圖發展研究者之數學PCK。本研究以質性資料爲主，藉由教學錄影、數學日記、晤談、教學省思札記、會議記錄等資料來源，採用Patton(1990)建議的步驟，將彙整原始資料加以組織、分類與編輯爲資料檔，從中進行深入分析，以得到研究結果與主張。本研究分爲摸索期、發展期和成長期之三個行動循環，歷經三個階段行動循環，發現運用Shulman教學推理模式教師之改變情形爲：
一、可增加教師教材理解及了解學生知識的能力，讓教材、教師和學生三方面能更有意義的做連結。
二、在轉化教材的過程中，會以學生爲中心，依照學生的年齡、特性來作教學表徵以及教學策略的調整。
三、實際教學中，教師轉化教材和學生理解之間還是會有一段差距，需透過教學省思、與諍友專業對談等方式不斷修正，以期達到教學目的。
四、透過多元評量，了解學生的真實想法和學習狀況，也讓教師更關注低成就的學生，及時作補救教學。
五、教學省思可以協助教師突破舊有的思維與慣性，解決教學上所面臨的困境，進一步獲得新的理解，並提升專業發展。
運用Shulman教學推理模式，可增進教師在教材理解、了解學生的困難、調整教學表徵與教學策略以及反思的能力，但把教材轉化成學生容易理解的內容，著實不容易，需要透過不斷的反省、修正策略並實踐來克服，但整體而言，還是有助於教師PCK之發展。研究者透過行動歷程增加了教學技巧、反思能力與行動研究的能力，本歷程可供後續實施「Shulman教學推理模式」的教學者參考，建議可實施在不同年級、單元主題以及探討對教師PCK其他向度之發展情形。

關鍵字

Shulman教學推理模式 ； PCK ； 行動研究

並列摘要

This research employed action research to record the process of teaching in the mathematic field in the elementary school by using Shulman's model to develop the researcher's PCK ability. Based on the qualitative design, data were collected from teaching records, math journals, interviews, teaching notes, and conference records. Afterwards, data were organized and classified through the steps Patton (1990) suggested.
This study was divided into three action cycles: fumble period, develop period, and growth period. According to these three action cycles, the researcher investigates the changes by using Shulman's teaching inference model as follows:
1. This model increased teacher's comprehension of teaching materials and students' understanding of content knowledge. This meaningfully connected teaching materials, teachers, and students.
2. During the transitional process, the teaching presentation and strategies were modified according to students' ages and characteristics. Therefore, they were student-centered.
3. In the actual teaching phase, there was a gap between the converted teaching materials and students' comprehension. Therefore, in order to achieve the teaching goals, reflections and professional conversations among colleagues are expected.
4. Through alternative assessments, we better understand the real thoughts of students and the actual learning conditions. Hence, teachers paid more attention to the low-proficiency students and did compensatory teaching.
5. Teaching reflections assisted teachers to get rid of former thoughts and customs. Moreover, they avoided teaching frustration, generated new ideas, and promoted professional developments.
This study increased the understanding of teaching materials for teacher, understood the learning frustration from students, and modified the teaching strategy and self-examination ability. It was difficult to transform easy context from teaching materials for students. All they need is self-examination, revised strategy and put into practice to overcome. To sum up it is useful to the development of PCK.
Researchers promote the ability of teaching skills, self-examination and action research through the action process. This process provides teacher's references which approach the Shulman PCK model. The research suggests that this model proceed the different grades, theme and probe into the development of the different view of PCK for teacher.

並列關鍵字

Shulman's pedagogical reasoning model ； PCK ； action research