行動研究促進初任數學教師的教學成長

A Beginning Mathematics Teacher Becoming Professional through Action Research

陳英娥(Ing-Er Chen) ； 林福來(Fou-Lai Lin)

《科學教育學刊》 12卷1期 (2004/03) Pp. 83-105

https://doi.org/10.6173/CJSE.2004.1201.04

摘要

本研究主要目的是探究一位初任數學教師參與行動研究以促進其教學成長的歷程及教學知能成長的狀況。研究方法採用行動研究法。收集的資料包括教室觀察雜記、教學現場的錄影帶和課後訪談資料。資料分析採用精密分析。研究結果發現：初任教師教學知能的成長包括診斷教學和培養學生的數學感的教學活動增加；教學思維從關心教材轉移到關心學生的想法。這位初任教師教學專業的成長是一個教學推理的類比學習與教學認知衝突的學習之交互作用模型。

關鍵字

行動研究 ； 初任教師 ； 專業成長

並列摘要

This paper describes the process and the effect of a beginning mathematics teacher becoming professional through action research. Classroom observations and interviews were conducted and transcribed. The observation notes and students' learning profiles were collected. The way of analysis of the episodes was adopt to analyze the data. We found that this teacher was able to design suitable activities for her pupils making mathematics sense, and tend to teach diagnostically. Her teaching concerns have transferred from task-concerns to pupil-concerns. The development of this teacher's pedagogical power was interpreted by a learning model in which pedagogical reasoning by analogy and pedagogical cognitive conflict interplayed.

並列關鍵字

Action Research ； Beginning Teacher ； Professional Development

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