帶好每位學生的數理教育---在國小數學及自然與生活科技領域之教學中實現 (SA 1)

Abstract

本單一整合型計畫擬藉由結合數學教育、科學教育與特殊教育專長之研究人員，以 及與第一線學校現場任教之數學、科學與特教教師合作之方式進行數學及自然與生活科 技領域課程與教學之探究。本研究擬以三年分三階段共十二個子計畫進行，合作伙伴為 萬華區之華江國小。第一階段之半年研究期擬先由教室觀察、訪談與調查等方式具體瞭 解實際教學現場之情境脈絡、學生之學習特質、困難與需求、教師之教學覺知與需求等， 並藉由後二年半之第二與三階段的課程與教學調整的行動研究歷程達至帶好該校一至 四年級每位學生之數學與自然與生活科技領域的學習。預期之主要成效包括： (1) 提 升參與教師之學科教學知能與特殊教育知能；(2) 增進該校國小一至四年級學生對數理 學習之興趣、態度、信心與學習成效；(3) 建立整體校園之合作氣氛；及 (4)建立大學 研究機構與國中小學校合作之模式，改善過去有關研究與實務不相關連之詬病等效益； 與 (5)達至科學教育白皮書所列之設計適合學習低成就及身心障礙學生學習特性的科 學教育課程與教學之目標。此外，參與之數學教育、科學教育與特殊教育研究人員亦能 藉本研究釋放相互之專長，並建立良好之研究社群。

The purpose of this study aims to unite researchers from mathematics education, science education, and special education together to assist teachers in an elementary school, which locates at a disadvantaged area in Taipei, to enhance their content knowledge (CK) , pedagogical knowledge (PK), and pedagogical content knowledge (PCK) and to increase students learning attitudes and effects of mathematics and natural science . Total study period is three years with three stages. The first half-year stage’s main mission is to find out the students’ motivations, attitudes, self-confidence towards mathematics and science learning and teachers awareness of their students’ learning difficulties as well. Through classroom observations, questionnaires, and interviews with both teachers and students, the research team will understand and familiar with the whole research environment and the starting point of the second one and half year stage study, which will focus on assist teachers doing adaptations from curriculum contents, processes, and products to cope with the individual students needs. The expected contributions of this study are (1) to enhance teachers ‘ CK, PK and PCK of teaching mathematics and science: (2) to increase first to forth grade elementary students’ learning motivations, attitudes, confidences and effects; (3) to create a cooperative school through combining the general and special education together ; (4) to establish a good evidence-based research model by bridging research and practice together; and finally (5) to reach the ultimate goal of “successful teaching to each of the students’” and to achieve the ideal of “science education for all”.