本研究連結理論與實務,以培育職前教師具備設計資訊科技融入數學教學活動能力為目標,規劃「設計先:活動設計→案例評論」與「評論先:案例評論→活動設計」二種模式,邀請37位國小職前教師參與。過程中,蒐集教學設計單、會議錄影轉錄語料與案例評論單等資料並進行分析,探究二種模式運作中職前教師的表現。結果發現:一、職前教師表現內涵的意義分為「學生」、「數學內容」、「教學方法」、「科技使用」與「價值信念」等五類;二、參與「評論先」的職前教師,除了在「價值信念」表現的不同意義數量少於「設計先」外,其餘都高於「設計先」的職前教師。
This study combined theory and practice to construct design- and review-first teacher education models. The participants were 37 preservice teachers who undertook an elementary school teacher training program. This study collected and analyzed teaching plans designed by the preservice teachers, video transcription data from meetings, and teaching video discussions. The results indicated that the preservice teachers' performance meanings included students, mathematics content, teaching methods, technology use, and values and beliefs. Preservice teachers who applied the review-first model had rich performance meanings and values and beliefs systems compared with those who applied the design-first model.