本研究的目的在探討兩位資深國中數學教師的教室對談行爲。陳、白兩位教師除了原有傳統式的教學之外,並試行「問題中心教學」。本研究在揭露兩位教師教室對談行爲的模式、特性和轉變包含了他們的「傳統式教學」和「問題中心教學」。 本研究採質的研究。在一學期的實驗教學裏,共對陳、白兩位教師進行了34節課(陳19節,白15節)的教室觀察錄影。這34節課主要以「問題中心」教學爲主,但也包含了一些(陳3節,白4節)兩位教師原有的傳統式教學。資料收集包含教室觀察、晤談、文件、會議記錄、教師的日志和筆記。資料分析採持續比較法和三角交叉法。 結果發現:兩位教師原有的「傳統式教學」其教室對談模式是以「教師」爲中心,教師以講解爲主,是由生問答爲輔;其特性在強調事實的吸收和技巧的熟練。不同的是,陳教師較多口頭上的「重複」;白教師則較多類題練習的「重複」。相對的,兩位教師的「問題中心教學」其教室對談模式是以「問題」爲中心,讓學生經由小組合作解題,表達分享,講座磋商以達共識爲主,教師講解說明爲輔。其特性是教師如導演,在引導學生經由「做」和「談」數學,來建構概念及其意義。初期的「問題中心教學」,其教室對談攙雜較多傳統教學的成分,例如,較以「教師」爲中心,較強調正確和熟練;後來才逐漸變成較純正的「問題中心」教學,即,較關心學生的思攷和了解。不同的是,白老師比陳老師重視學生的意見和想法。
The purpose of this study was to investigate the classroom discourse of two experienced mathematics teachers. Mrs. Chen and Mrs. Pai tried using problem-centered instructions in their math classes at two junior high schools respectively. This study was to reveal the patterns, characteristics, and the changes of Chen and Pai's classroom discourse included their traditional and problem-centered instructions. Qualitative method was used in this study. Thirty-four hours (19 from Chen and 15 from Pai) of classroom observations were taken during the fall semester of 1994. Most of the 34 hours were problem-centered instruction, and a few (3 from Chen and 4 from Pai) of them were traditional instruction. The data collections included classroom observations, interviews, documents, project meetings, and field notes. Data analysis included constant comparisions and triangulations. It was found that in traditional instruction, Chen and Pai's classroom discourse were teacher-centered and rule-oriented. However, Chen tended to repeat her words to her students again and again, and Pai tended to give more examples and more homework to her students. In problem-centered instruction, Chen and Pai's discourse were problem-centered and sense-making-oriented. However, at the begining, Chen and Pai's problem-centered instruction were mixing up with traditional instruction, but gradually they did more authentic problem-centered instruction. Moreover, Pai cared about students’ thinking and understanding more than Chen did.
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