國中生參與評鑑數學教師教學知能之可行性

A Study on the Evaluation on Teachers' Pedagogical Skill Base on the Information from Students' Points of View

楊美真(Mei-Chen Yang) ； 王振瀛(Cheng-Yin Wang) ； 施皓耀(Haw-Yaw Shy)

《科學教育》 9期 (1999/04) Pp. 88-107

https://doi.org/10.6767/JSE.199904.0088

摘要

本研究主要的目的在探討國中學生評鑑數學教師學科教學知能的可行性，基於此目的，研究者擬欲回答下列問題：(l)國中生對於數學教師的學科教學知能，著重於哪些向度之觀察？(2)比較國中學生及其他相關人員（包括教務主任、指導老師、同儕）對個案數學教師學科教學知能的看法。(3)由待答問題二中的比較及專家學者的觀點，驗證國中學生參與數學教師的學科教學知能評鑑之可信度為何？
在研究方法上，採質與量結合的方法，發展出一套可供學生判讀實習教師學科教學知能的正式量表。在研究期間進行錄影、教室觀察、晤談及量表的施測，所得資料利用統計圖表進行分析及比較，並對不同資料進行三角校正，以提高研究效度。
研究結果發現，由學生開放式問春中得知，國中學生對於師生之問的互動成受比較深刻，並能由內心表達出數學教師對他們的影響；從正式量表的施測結果發現，學生及相關人員及學者專家對個案教師在課程知識方面的互動，及學科教學知識的互動表現看法很一致，表示國中學生也是有能力來評鑑數學教師這兩個方面；在學生知識方面的互動，雙方的分數有一點差距，學生方面的分數比相關人員高，研究者從建構主義的觀點來探討，認為學生是教學情境的主要學習者，因而對教師給予他們的成受應是較其他人員更為深刻，所以在這方面更是適合由學生來評鑑。

並列摘要

In this study, we investigated the possibility of adding junior high school students’ points as a factor of the evaluation of the pedagogical content knowledge of a student teacher. It is known that students can not provide a full picture of the performance of a student teacher, but still they have better views in many dimensions. The reliability of the information elicited from students have also been examined.
We adapted both qualitative and quantitative data to develop a questionnaire for gathering the information of the pedagogical content knowledge of the student teacher from the students. The case of the student teacher is a first year in practice teacher. The size of the class in this case is 39. During the study, we did video tapping, classroom observations, interviews, and questionnaire investigation to form the picture of the views from the students. Statistical analysis provides diagrams for comparison. Some data were validated by triangulation.
The findings indicate that students can provide better information in the dimension of interaction. In the comparison with the students and professionals, it shows a good consistency in the representation of the content knowledge.