透過您的圖書館登入
IP:54.224.90.25
  • 學位論文

初任與資深國小教師對分數教學知能之比較

Comparisons of pedagogical content knowledge of fractions between a novice and an experienced elementary teachers.

指導教授 : 張世忠

摘要


學科教學知識是教師專業知識的核心,透過教學法和對教材的理解,以多元的教學方式,希望學生能達成最有效學習與理解。因此,一位專業的教師應該具備豐富的學科教學知識。本研究的目的旨在探究初任與資深國小教師在四年級分數教學知能之比較。本研究採用個案研究法,透過測驗工具、訪談、教室觀察及文件分析等等,試圖詮釋兩位教師有關分數之學科教學知識。綜合歸納後,提出本研究的結果與建議。 研究結果顯示: 一、兩位個案教師在分數知識之差異 (一)兩位教師同時忽略了題目單位,導致運算結果出現了錯誤的判讀。 (二)初任與資深教師對於分數課程知識有基本的掌握與瞭解,但資深教師比初任教師的分數課程知識更有組織與連貫性。 二、兩位個案教師在學生學習分數知識之差異 (一)兩位教師同時在教學中太快脫離具體情境操作,進入形式化過程。 (二)資深教師比初任教師更能透過豐富的教學經驗瞭解學生分數概念發展序列。 (三)資深教師比初任教師更能察覺學生平分圖形的困難。 (四)資深教師比初任教師更能掌握學生學習等值分數之發展。 (五)資深教師比初任教師更能察覺不同表徵對學生解題成功率的影響。 (六)初任教師的學生較無法清楚掌握單一個物「幾個中的幾個」到多個個物「幾份中的幾份」 三、兩位個案教師在分數教學知識之差異 (一)兩位教師因為不了解專有名詞的意義,影響了辨別教材差異的判斷。 (二)資深教師比初任教師更瞭解分數教學序列的編排。 (三)在實際教學現場中,資深教師比初任教師更能幫助學生澄清迷思概念。 (四)資深教師比初任教師更能幫助學生將舊經驗與新的分數知識相結合。 (五)資深教師比初任教師所使用的教學表徵更多元化。 (六)資深教師教導學生理解題意再進行解題,初任教師則教導學生用關鍵字解題。 根據研究結果,研究者提出的建議如下:在教學方面:盡量要求學生以圖像表徵輔助作答;精確掌握分數課程銜接知識;個人反思可提升分數教學知能;充實自我分數教學知能。在後續研究方面:進入實際教學現場觀察的重要性;可針對分數課程編排進行相關研究;可針對其他單元、年級進行相關研究;探討數學教師PCK中之其他向度。

關鍵字

學科教學知識 分數 初任 資深 國小教師

並列摘要


Abstract Pedagogical Content Knowledge (PCK) is the most powerful professional teaching knowledge of teachers. It’s also the amalgam of a teacher’s pedagogy and content understanding that influences the teaching in ways that will best engender students’ learning for understanding. In a word, teachers need strong PCK to be the best teachers. The propose of this study was trying to find out the comparisons of pedagogical content knowledge of 4th grade curriculum of fractions between a novice and an experienced elementary teachers. The research method is based on case study. And the study is qualitative. The data sources include test tools, classroom-observations, interviews and document analysis, etc. The researcher tried to examine two elementary teachers’ pedagogical content knowledge, and then summarized the conclusions and the suggestions. Results revealed as follow: A. The difference between two teachers’ content knowledge of fractions a. Both two teachers ignored the unit of the question, and had wrong judgment of operating results. b. Both the experienced and the novice teacher had basic knowledge of fractions. However, the experienced rather than the novice teacher had more organized and connective knowledge of fractions. B. The difference between two teachers’ knowledge of students learning fractions a. Both two teachers teach too fast for students to undertake concrete operating, and went into the formalization process. b. The experienced teacher had more teaching experience than the novice teacher in understanding the development sequence of students’ fractional concept. c. The experienced teacher could be more aware of the students’ difficulties of bisecting graph than the novice one. d. The experienced teacher could be more aware of the students’ development of learning equivalence fraction than the novice one. e. The experienced teacher could be more detective of the impacts that different representations may cause the different rate of successfully solving questions. f. The students of the novice teacher had less abilities to identify the difference between “some out of some things” and “portion out of portions”. C. The difference between two teachers’ pedagogical content knowledge of fractions. a. Because of not understanding the meanings of terms, the experienced and the novice teacher didn’t identify the difference in teaching materials. b. The experienced teacher had better knowledge of the sequence of fraction teaching than the novice one. c. The experienced teacher was capable of helping students to clarify the misunderstanding in real teaching context. d. The experienced teacher could be more helpful to encourage students combine previous experience with new fraction knowledge. e. The experienced teacher could utilize more multi-representations than the novice one. f. The experienced teacher helped students solve problems by understanding the meanings of questions. However, the novice teacher taught students solve problems by finding key words. Based on the results of this study, the researcher proposed some recommends. In aspect of teaching: try to ask students answer the math questions with aids of pictures presentations; try to know well the knowledge of fraction connective curriculum; self-reflection can upgrade the pedagogical content knowledge of fractions; enrich the pedagogical content knowledge of fractions. And in aspect of future study: The importance of entering and observing the real teaching context; be able to do the related research of the sequence of fraction curriculum; be able to do related research of different learning units, grades; investigating different aspects of mathematics teacher’s pedagogical content knowledge.

參考文獻


黃瑞琴(1997)。質的教育研究法。台北市:心理。
楊壬孝(1988)。國小分數概念的發展。行政院國科會專題研究計畫成果報告(計畫編號:NSC 77-0111-S-003-09A)。台北:中華民國行政院國家科學委員會。
王淑慧(2005)。國中生活科技教師教學知識之研究。國立高雄師範大學工業科技教育研究所碩士論 文。未出版,高雄。
教育部(2003)。國民中學九年一貫課程綱要數學領域課程。台北市:教育部。
McCarthy, J., & Riley, S. (2000). A new vision for teacher professional development. Leadership, 30(2), 34-36.

延伸閱讀