一位偏遠地區國小教師將數學教科書轉化為運作課程之個案研究—以小三「分數的加減」單元為例

A Case Study of an Outlying Elementary Teacher in Transforming Mathematic Textbook into Operational Curriculum ~ An Example of “Fraction Addition and Subtraction” in Third Grade

賴冠霖(Kuan-Lin Lai)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/CYCU.2011.00128

摘要

本研究採取質性研究的方法，旨在探討一位偏遠地區國小個案教師將數學教科書轉化為運作課程之歷程，並探討影響個案教師課程轉化的因素。
一、從課程轉化之歷程，得到以下幾點發現：
(一)個案教師和班上大部分學生同為原住民，了解學生表達與數學能力較弱，喜愛競爭性的學習活動，在教學中花較多時間複習舊經驗，以學生熟悉的生活情境或輔具介紹數學基本概念，採集點數換文具獎勵方式鼓勵學生說出解題作法，適時加入搶答遊戲提高學生學習興趣，並要求學生在課輔時間完成回家作業。
(二)個案教師對數學教科書的使用採取「調適觀」，使用補充、刪減、修改、合併和調整順序等五種方式。
(三)個案教師在教學上仍有未盡完善之處，如用語不精準、分組卻未讓學生充分討論、直接教學而未讓學生先進行思考、未釐清學生之迷思概念、未使用教具輔助應用問題之教學及強調計算技能而未聚焦運算意義之瞭解等。
二、影響個案教師課程轉化的因素共有以下七個：(一)教師的原住民身份；(二)學生能力(包括表達能力、數學能力與程度)；(三)家長態度；(四)學生的注意力；(五)學生的共通錯誤；(六)教學時間；(七)課程教材。
根據研究結論與發現，提出具體建議，以做為改進教師課程轉化及未來相關研究的參考。

關鍵字

運作課程 ； 轉化 ； 教科書 ； 偏遠地區

並列摘要

The study explores the process of an outlying elementary teacher in transforming mathematic textbook into operational curriculum, and the factors that impact the teacher’s curriculum transformation through a qualitative study method.
1. The following perceptives can be found in the curriculum transforming process:
(1) The teacher and most of the students in the class are aboriginal peoples. Based on her understanding that students are weak in communication and mathematics ability, and love competitive learning activities,the teacher spends more time on reviewing previous leaning experiences, applies familiar situations as examples and teaching aids to introduce basic mathematic concepts, encourages students to express their problem solving thought by giving points card in rewards, designs games to enhance the students’ learning interests, and asks students to finish their homework during the tutoring time at school.
(2) The teacher applies “mutual adaption” for the application of mathematic textbooks, and five approaches are found in this study: add, delete, modify, combine, and adjust the order.
(3) The teacher still has teaching deficiencies, such as using imprecise terminology in teaching, not giving enough discussions at group activities, not allowing the students to think first before teaching them directly, not clarifying the students’ misconceptions, not using teaching aids in teaching, and stressing only on calculating skills, but not really focusing on understanding the meaning of operations.
2. There are seven factors that impact the teacher’s curriculum transformation: (1) the aborginal people nature of the teacher; (2) the students’ ability (including communication ability, and mathematic ability and level); (3) the parents’ attitudes; (4) the student’s attention; (5) the students’ common mistakes; (6) teaching time; and (7) curriculum materials.
Specific recommendations are proposed according to the study conclusions and findings as references for improving the teacher’s curriculum transformation and future related studies.

並列關鍵字

textbook ； outlying area ； transformation ； operational curriculum

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