協同教學發展國小數學教師PCK之行動研究

An Action Research of Team Teaching on Developing Elementary School Mathematics Teachers' PCK

林璟平(Ching-Ping Lin)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2008年)

https://doi.org/10.6840/cycu200800282

摘要

摘要
本研究旨在探究協同教學對國小數學教師學科教學知識（PCK）的發展情形。研究者在國小六年級教室情境中，應用協同教學於數學教學，來探究教師學科教學知識中之鼓勵學生參與、使用教學策略及教學表徵三個向度的發展情形，以及協同教學中教師所面臨的困境，並記錄行動歷程以提供教師們參考。
本研究採行動研究法，於九十六學年度第一學期實施（自民國九十六年九月至九十七年一月止），針對任教班級的三十一名六年級學生，實施為期十九週的數學課程；資料來源包括學生數學日記、教師教學會議記錄、教學錄影、晤談及教師省思札記等，本研究以質性探討，資料分析採Patton（1990）建議的步驟，將彙整原始資料加以組織、分類與編輯成為資料檔，其後依研究問題與發現的類型進行歸納為重要目錄，從中進行深入分析。研究結果發現：
一、本研究採主從式及分組式協同教學模式，其產生歷程分別為：蒐集相關文獻及資料，以了解協同教學的模式、分析適合本研究之模式所具有的優點、找出適合本研究相關人員實施之模式、配合學校行事從上述模式中選取。
二、本研究在教師學科教學知識中之鼓勵學生參與（教師發問較多樣化、教師包容度提高、獎勵方式的改變）、使用教學策略（增進教師資訊能力、電子白板的運用）、運用教學表徵（圖解方式較易讓學生了解、舉例與生活經驗的說明、比喻、類比的提供較易懂）均有正面助益。
三、本研究的實施歷程中產生協同模式選取不易、協同團隊成員間意見相左、上課秩序不佳、學生認為不公平、教師的獎勵制度不一等困難，透過團隊的省思與修正行動策略並實踐來克服。
研究者透過此行動歷程，提升了自身的教學技巧和行動研究能力，本歷程可供後續實施「協同教學於數學領域」的教學者參考，可根據教學團隊實際的條件而採用不同的教學模式，並探究對教師學科教學知識的其他向度有何改變及影響。

關鍵字

行動研究 ； 學科教學知識 ； 國小數學 ； 協同教學

並列摘要

Abstract
The aim of this study was to explore the effects of team teaching on developing elementary school mathematics effects pedagogical content knowledge (PCK). The researcher employs it in the teaching of mathematics by team teaching in the sixth-grade primary school classroom, the encouragement students who come to probe into in teacher's discipline pedagogical content knowledge, use the teaching tactics and teaching form to seek three development situations to degree, and in teem teaching with the predicament that the teacher faces , note down action strength by offering the teachers to consult.
Based on action research, the study designed and implemented a 19-week mathematics curriculum for the 31 sixth graders in the researcher's class from September of 2007 to January of 2008. The data of the research came from student's mathematics diary, teachers' teaching meeting is noted down, the video-taping of the teachers' teaching, the record of the interviews and the reflective journals from the teachers. As a qualitative research, the study adopted Patton’s（1990）suggestion to analyze all collected raw data by organizing, categorizing, and compiling. The goal was to form its own research outline according to the result of the data analysis through survey. The results of this research are in the follwing:
1. The research adopt one teaching and one assisting, and alternative teaching, it produce course: Collect relevant literature and materials, by way of understanding teaching, analyze way advantages had of this suitable research, find out the way in which relevant personnel of this suitable research implement, cooperation school to act and choose from way described above.
2. The research to encouraging students to participate in among teacher pedagogical content knowledge（It is diversified for teacher to ask, teacher contain degrees of improvement, change to reward way) , use teaching tactics （Promote the application of teacher's information ability, electronic white board) , use teaching form to seek （Diagram way relatively apt to let student understand, give an example comments in experience of life, liken, the offering of simulation is easier to understand) benefit positively.
3. There are many problems emerging in the investigation such as the difficulty of choosing an appropriate team teaching model, disagreement between team teachers, teachers being considered unfair by students, and different standard of giving rewards, etc. The teaching team has to reflect themselves once in a while to solve these problems.

The researcher has improved one's own teaching skill and capacity of engaging in an action research, process this support teaching person that follow-up implement consult, can adopt different teaching ways to the real condition according to the teaching group, other ones that probe into to teacher's discipline teaching knowle dge have any changes and influence to degree.

並列關鍵字

Pedagogical Content Knowledge ； Action Research ； Team Teaching ； Elementary Mathematics

參考文獻

謝建國（2001）。國小實習教師國語科學科教學知識之個案研究。國立台北師範

彭月香（2006）。資訊科技融入國小六年級數學合作學習之行動研究。中原大學教育研究所碩士論文，未出版，桃園。

黃文杰（2007）。資訊融入協同教學在國小四年級數學領域之行動研究。中原大學教育研究所碩士論文，未出版，桃園。

黃秀珠（2007）。討論式策略融入國小三年級數學協同教學之行動研究。中原大學教育研究所碩士論文，未出版，桃園。

學初探。生活科技教育，35（10），24-28。