觸動時刻：資源班數學科教師使用互動式電子白板的教學歷程

Touching Moment: The Teaching Process of the Resource Classroom Teachers during the Mathmatics Instruction with Interactive Whiteboard

江沚盈(Chih-Ying Chiang)

指導教授 ： 潘惠銘

中原大學/人文與教育學院/特殊教育研究所/碩士(2015年)

https://doi.org/10.6840/CYCU.2015.00106

摘要

本研究採用質性研究，以訪談的方式深入探究兩位資源班數學科教師在使用互動式電子白板的教學歷程、在「幾何」、「代數」與「數與量」主題的考量和依據、如何幫助學生建立數學抽象概念、其所遭遇的問題與因應策略，及其專業成長與自我省思，藉以了解資源班教師使用互動式電子白板的教學現況。
研究發現如下：
一、國中資源班數學科特教教師使用互動式電子白板教學的歷程因教師的教學信念不同而有異。
二、「幾何」、「代數」與「數與量」以及「統計與機率」之課程主題較能讓互動式電子白板之「基本圖型辨識」、「縮放和拖曳」、「標示與批註」等功能發揮其優勢。
三、利用互動式電子白板的各項功能，達到連結學生生活經驗、快速佈題，提供學生多元、重複且具體的操作練習，協助資源班學生建立數學抽象概念。
四、使用互動式電子白板遭遇的問題與因應策略部分與一般電腦方式相同，部分問題則有待科技設備改善。
五、配合互動式電子白板教學專業成長階段，善用學習管道；掌握媒體、課程內容及學生特質有利教學成功
根據以上研究發現，研究者針對資源班教師、互動式電子白板廠商與技術人員以及未來的研究提出若干建議。

關鍵字

資源班教師 ； 質性研究 ； 國中數學 ； 教學歷程 ； 互動式電子白板

並列摘要

This study is based on the qualitative research method. For data collecting two mathematic teachers from the resource room were interviewed about their teaching processes in the content arears of geometry, algebra and number and amount: how did they use the interactive whiteboard to help students with the diverse disabilities in the resource room build abstract concepts of mathematics? What kind of problems did they have during the teaching processes and how did they solve these problems? Finally the professional development and self- reflection of these two teachers were given.
The findings of this study were as following:
1.The teaching process can be different because of the difference of the teaching beliefs of the teacher.
2.The strengths of the interactive whiteboard with functions of " recognition of the basic patterns", "zoom and drag", " labeling and annotation" can easily be demonstrated in the topics of " geometry ", " algebra ", "counting and number ", " statistics and ratios" in the mathematics.
3.Teachers help students from the resource room build up the abstract mathematical concepts by using the different functions of the interactive whiteboards to connect the learning contents with the life experiences of the students，by providing them prompt and concrete practical experiences as much as possible.
4.Some problems with the interactive whiteboard were the same as with computer. Other issues can only be solved when the technology develops further.
5.According to the professional developmental stage teachers should make good use of suitable learning resources. Through mastering the teaching technology, the content arears and the characteristics of the students can teachers teach successfully.
According to the findings of this study, several suggestions were given for resource room teachers, the vendors and technical staffs and future research, also.

並列關鍵字

resource-room teacher ； qualitative research ； teaching process ； mathematics for the junior high school ； interactive whiteboard

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