本研究以質的研究法針對國小專家、生手各一位教師進行訪談與教學觀察,旨在了解國小專家、生手教師將數學教科書轉化為運作課程的情形,並探討影響國小專家、生手教師將教科書轉化為運作課程的因素,得到的研究結論如下: 一、 教學前準備階段 (一)專家教師的數學教學觀點,是「以學生為中心」,視教科書為參考用書;生手教師是「以教材為中心」,視教科書為聖經。 (二)專家教師教學前準備歷程,著重釐清教學目標、發展教學活動、決定教學表徴方式等思維性作為;生手教師則聚焦於參考教學指引、準備教具、模擬教學流程等技術性作為。 二、 實際教學階段 (一)專家教師對數學教科書的使用方式採「調適觀」;生手教師採「忠實觀」。 (二)專家教師在數學教學策略方面是多元化的;生手教師則偏向單一化的。 三、 教學後反思階段 (一)專家教師兼重行動中、行動後的反思;生手教師僅為行動後的反思。 (二)專家教師的反思著重在教學活動的設計、如何引導學生思考及表達方面;生手教師的反思著重在教具的準備、語言的表達、對數學教科書編排的認知方面。 四、 影響專家教師將教科書轉化為運作課程的因素為教師、情境、學生三項因素;影響生手教師的因素則為教師、教材、情境、學生四項因素。另外,因為影響因素的比重不同,所以教師將數學教科書轉化為運作課程的歷程也不同。
Abstract This research is aimed at understanding how expert and novice elementary school teachers transform mathematics textbooks into operational curriculum and exploring the factors that affect the transformation. It is based on quantitative methods. One expert teacher and one novice teacher are interviewed and observed. The conclusions are as follows: 1. Preparation before teaching: (1) Expert teachers adopt a student-centered strategy. They view the textbook as a reference book. By contrast, novice teachers are textbook-centered. They view the textbook as a guideline. (2) Expert teachers are focused on clarifying objectives, developing activities, and deciding instructional representation; novice teachers are focused on consulting the teacher’s manual, preparing teaching tools, and simulating the teaching process. 2. The teaching process: (1) Expert teachers use the textbook from a mutual adaptation perspective while novice teachers use it from a fidelity perspective. (2) Expert teachers have multiple teaching strategies while novice teachers have fewer. 3. Reflection after teaching: (1) Expert teachers stress the reflection both during and after teaching; novice teachers only stress the reflection after teaching. (2) Expert teachers’ reflection is focused on lesson planning and how to guide the students to think and express themselves. However, novice teachers’ reflection is focused on the preparation of teaching tools, the way they convey their ideas, and the understanding of textbook content. 4. There are three factors that affect expert teachers’ transforming the textbook into operational curriculum: teacher, situation and student; there are four as for the novice teachers: teacher, teaching material, situation and student. Besides, different emphasis on each factor leads to different ways of transformation.
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