運用Shulman教學推理模式發展國小數學教師PCK之行動研究

An Action Research on Developing the Math Teacher’s PCK by Using Shulman’s Pedagogical Reasoning Model

黃詩雯(Shih-Wen Huang)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900858

摘要

本研究旨在探討運用Shulman教學推理模式發展國小數學教師之PCK。研究目的在說明研究者於國小二年級數學領域教學中，實施Shulman教學推理模式之歷程及探究對國小數學教師PCK之發展情形。
本研究採行動研究法，針對任教班級三十五位二年級學生，進行數與量之三個教學單元，本研究以質性資料為主輔以量化資料，藉由教學錄影、數學日記、晤談、會議記錄、教學省思札記、「國小學生對教師數學學科教學知覺問卷」等資料來源進行分析歸納，以得到研究結果與主張。研究結果發現：
一、本研究歷經摸索期、發展期和成長期之三個行動循環，可增加教師對於教材理解、了解學生知識和轉化教材的能力；在實際教學中，教師轉化教材和學生理解之間還是有段差距；會透過多元評量，了解學生的真實想法和學習狀況；教學省思可以協助教師突破舊有的思維與慣性，解決教學上所面臨的困境，進一步獲得新的理解，以提昇專業發展。
二、透過「國小學生對教師數學學科教學知覺問卷」之結果得知，對於教師PCK在「教學策略」、「教學表徵」和「學科內容知識」之向度都達到顯著差異，而「評量學生理解知識」未達顯著差異。在教學策略方面，教師能提供學生動手操作、分組討論等多元學習活動；採取具體操作表徵、類比及圖象表徵等適合低年級學生之教學表徵；增加學科內容知識的深度與廣度以及嘗試運用多元評量了解學生的學習狀況。
研究者透過本研究發展數學學科教學知識（PCK），並累積了運用Shulman教學推理模式於數學教學之寶貴經驗。本歷程可供後續實施Shulman教學推理模式於數學領域之教學者參考，以進行其他相關之研究。

關鍵字

PCK ； 行動研究 ； Shulman教學推理模式

並列摘要

The main objective of this research is to explore how the implementation of Shulman’s pedagogical reasoning model can help the development of elementary school’s math teachers’ PCK. In the research, the author explains the process of implementing Shulman’s pedagogical model on second grade elementary school’s math teachers and explores their PCK’s development.
The action research is carried out on 35 second-grade elementary students through three math teaching units and the research is mainly based on qualitative data with supplement of quantitative data. Data are collected by using video recording, math diary, interviews, meeting minutes, teaching reflections, teaching reviews and a questionnaire of “Elementary school student’s feelings on their math teachers’ knowledge of pedagogical awareness”. Data are analyzed and results are as follow:

1. The research has gone through a cycle of three stages: Exploration, Development and Maturation, which can improve teacher’s understanding of the materials used and students’ ability. In addition, to improve teachers’ ability of manipulating and adjusting the teaching materials. Though there is still room for improvement on teachers’ ability of manipulating materials used and teachers’ understanding of students’ comprehension; however, through multiple assessments and evaluations teachers can better understand students’ ability and their process. Reflections on teaching can assist teachers to break through their old thinking models or teaching habits which can in turns solve their teaching problems and benefit themselves further as to improve their professional development.

2. Through the questionnaire of “Elementary school student’s feelings on their
math teachers’ knowledge of pedagogical awareness” found out that, there are significant differences in teacher’s PCK on “teaching strategies”, “teaching characteristics” and “subjects’ content and knowledge”; however, there is no significance differences on “assessment of student’s comprehension”. In the aspect of teaching strategies, teachers can provide students more hands-on experiences, group discussions or multi-learning activities. And teachers would use concrete teaching materials which suits the teaching of lower grade students such as using comparisons, graphics explanations and so on. Moreover, teachers would increase their scope of teaching, provide more in-depth knowledge and try to use multiple assessments and evaluations to test students’ leaning ability.
Through this action research, the researcher develops PCK on math teaching and accumulates experiences of using Shulman's pedagogical reasoning model on the teaching of Math. The research can serve as a reference for further study of Shulman’s model in the field of teaching Math.

並列關鍵字

PCK-Pedagogical Content Knowledge ； Action Research ； Shulman’s pedagogical reasoning model

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