師資培育數學課程對國小教師數學教學意象影響之研究
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Date
2010-12-??
Authors
徐偉民
張國綱
Wei-Min Hsu
Koukung Chang
Journal Title
Journal ISSN
Volume Title
Publisher
教育研究與評鑑中心
Center for Educational Research and Evaluation
Center for Educational Research and Evaluation
Abstract
本研究針對的位暑期進修的國小教師，採用個案研究法，以探究師資培育「普通數學」課程對現職教師數學教學意象的影響。研究結果發現，參與教師在研究前，具有「引導發現理性邏輯」的數學教學意象，偏向靜態穩定的數學知識觀，係從理論的觀點來看數學的學習，且大多有負面的數學學習經驗。在經過師資培育的普通數學課程學習後，多數教師經歷和以往不同的數學學習經驗和體會，而調整了原有對數學知識的觀點，且對互動理解的數學學習有具體的理解，進而形成「探究思考走出迷宮」的教學意象。本研究發現，學習經驗的改變可能是使教師數學教學意象移動的關鍵，這樣的發現也呼應了學習經驗是教學意象發展基礎的主張。
In the past, many studies show the complexity of fonning the teacher's personal teaching image as well as the influence of the teaching image on the teacher's teaching in the class. However, most of those studies do not scrutinize the influence of teacher education curriculum on teacher's teaching image. Therefore, this study attempts to understand how the General Mathematics Course (GMC) of teacher education has influence on the mathematics teaching image (MTI) of the elementary school teachers. In this study the researchers had a follow-up examination of the MTI changes of teachers before and after participating in GMC. The results of this study show the participant teachers turned their MTI from negative and passive to positive and active images when they completed the GMC. It also shows that the different mathematics learning experience in GMC may lead to changes of in-service teachers' MTI. The findings of this study not only have implications for the course design of the teacher education programs, but also provide suggestions for in-service teacher training courses.
In the past, many studies show the complexity of fonning the teacher's personal teaching image as well as the influence of the teaching image on the teacher's teaching in the class. However, most of those studies do not scrutinize the influence of teacher education curriculum on teacher's teaching image. Therefore, this study attempts to understand how the General Mathematics Course (GMC) of teacher education has influence on the mathematics teaching image (MTI) of the elementary school teachers. In this study the researchers had a follow-up examination of the MTI changes of teachers before and after participating in GMC. The results of this study show the participant teachers turned their MTI from negative and passive to positive and active images when they completed the GMC. It also shows that the different mathematics learning experience in GMC may lead to changes of in-service teachers' MTI. The findings of this study not only have implications for the course design of the teacher education programs, but also provide suggestions for in-service teacher training courses.