- 期刊
以研究實作為取向的互助式數學師資培育情境之探究
Investigation on Mathematics Teachers' Changes in the research-and-cooperation-based Context
摘要
本研究從「教師即研究者」的立場出發，主要目的為探究小學教師在「以研究實作為取向的互助式數學師資培育情境」中，其數學教學專業向度的學習與成長。研究者利用教學成長團體的運作，引導參與教師從自身的數學教學問題出發，研擬與進行數學教學研究；研究者則是透過參與教師進行研究的過程，探究其數學教學專業方面的成長。根據「教學研究的進行」、「成長團體的參與」以及「數學教學的實施」三者間的互動脈絡加以分析後發現：一、進行教學研究使得參與教師能以不同於以往的角度檢視自己的數學教學，也願意嘗試用各種不同的方式進行數學教學，而且能以不同於以往的視野與更寬廣的態度重新看待學生的數學學習，進而會嘗試探究學生遭逢數學學習障礙背後的成因，以及願意尋找能幫助孩子解決數學學習問題的方法等；二、參與教師皆肯定成長團體中所安排的各項活動對於自身的數學教學有正向的助益；三、參與成長團體對於進行數學教學研究之影響主要在於數學教學設計的啟發，以及研究進度的掌控與研究品質的提昇。研究結果顯示：為教師營造『以研究實作為取向的互助式』師資培育情境應是一條可行的數學師資培育途徑。
並列摘要
Taking 'teacher as researcher' as a threshold, this research mainly explores the in-service elementary school teachers' learning and changes of mathematics teaching in the research-and-cooperation-based context. The researcher exploits the operation of a growth group to help the teachers draft and conduct a mathematics instructional research, and explores their growth in professionalism of mathematics teaching. Interactions among 'the progress of teaching research,' 'the participation in the growth group' and 'the practice of mathematics teaching' has been analyzed and concluded as follows. Ⅰ. Attendant teachers have clearer understanding about students' mathematics learning problems and are willing to provide student with various paths towards mathematics learning in the period of conducting research. Ⅱ. Attendant teachers all agree that each activity held by the growth group is beneficial to their mathematics teaching. Ⅲ. The influences of participating in the groups on their instructional research are including enhancements of the mathematics teaching activity design, the control over research progress and quality of overall research. These findings show that the creation of the research-and-cooperation-based context is a workable way for mathematics teacher education.
延伸閱讀
- 蕭忠輝（2004）。應用「課程本位評量」和「合作教學」對融合教育教室中學生數學學習之行動研究〔碩士論文，國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2004200709121433
- 陳鼎元（2003）。以後現代教育哲學的觀點探討科學實習教師在資優環境下之專業成長表現：個案研究〔碩士論文，國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2603200719133127
- 彭妮絲（2014）。以實作為取向之互助式華文教師研習情境探究。僑教與海外華人研究學報，(3)，57-72。https://doi.org/10.6325/oce.2014.1204
- Lee, K. S. (2003). Teacher’s and students’ conceptions of mathematics [master's thesis, The University of Hong Kong]. Airiti Library. https://www.airitilibrary.com/Article/Detail?DocID=U0029-1812201200004002
- McNaught, M. D., & Grouws, D. A. (2007). Learning Goals and Effective Mathematics Teaching: What Can We Learn from Research?. 台灣數學教師電子期刊, (10), 2-11. https://doi.org/10.6610/ETJMT.20070601.02