一位國小教師面對數學教學改革的抗拒和改變

Resistance and Change of an Elementary School Teacher in Reaction to Mathematics Teaching Reform

王玉品(Yu-Pin Wang) ； 徐偉民(Wei-Min Hsu)

《科學教育學刊》 17卷3期 (2009/06) Pp. 233-253

https://doi.org/10.6173/CJSE.2009.1703.02

摘要

面對數學教學的改革，教師通常會有抗拒的心態。研究者歷經七年的教學後，發現自己的數學教學和改革的主張漸行漸遠，而且現場存在許多因素的限制，而無法進行教學的改變。所以採用協同行動研究法，一方面藉由理論架構來進行教學的設計，在實施過程中釐清自己抗拒教學改變的類型。另一方面和大學研究者對話，在獲得情意的支持下進行教學的改變。在一年半的探究歷程中，研究者發現脈絡環境、自己本身、學生素質三方面的因素，使研究者產生抗拒脈絡環境的改變、抗拒教學方法的改變、和抗拒意識型態的改變三種抗拒的類型。同時在理論的引導、情意支持、以及反省對話的條件下，得以進行數學教學的改變，提供學生更多參與數學學習和表達想法的機會。

關鍵字

抗拒教學改變 ； 國小教師 ； 數學教學

並列摘要

Most teachers do not change their traditional teaching approach in response to mathematics teaching reform. I have been teaching for 7 years in elementary school. My mathematics teaching is moving away from a student-centered approach. I found some factors that seem to limit the possibility of changing my teaching approach. In order to understand my resistance to changing my teaching, a collaborative action research design was adopted. Theories provided a framework for teaching design, implementation and reflection, and I tried to identify the type of resistance type I possessed. A university researcher provided emotional support and help to understand the position and goals that I set in my mathematics teaching. During a one and a half year period, I found there were three different types of resistance to teaching change that characterized my behavior. These types were ”Resistance to Context Change” (RCC), ”Resistance to Pedagogical Change” (RPC), and ”Resistance to Ideological Change” (RIC). The reasons for this resistance to change were due to the school context, teacher's knowledge and beliefs, and students’ learning of mathematics. Meanwhile, through the processes of continually teaching, reflection and adjustment, and dialogue with a university researcher, I was successful in changing my mathematics teaching toward a student-centered approach. After this change in teaching approach, the students were more actively engaged in mathematics learning and expressing their ideas about mathematics tasks. In addition, the students' attitude toward learning also changed from passive to active.

並列關鍵字

Resistance to Teaching Change ； Elementary School Teacher ； Mathematics Teaching

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