國小數學教師科技學科教學知識與社會網絡的延展與再思－以重構教學部落格為例
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2012
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Abstract
本研究旨在探討國小教師使用互動式電子白板實施數學教學，並透過建構教學部落格，對其科技學科教學知識產生的影響與改變。本研究採用混合研究法之鑲嵌式設計，實施互動式電子白板於29名國小四年級學生的數學教學中，歷經為期二年的研究歷程，蒐集的質、量化資料包含：同儕觀察與自我檢核表、部落格對話、教學省思札記、學生數學日記、社會網絡分析矩陣等，並獲致下述的主要結論：
（一）國小數學教師的科技學科教學知識﹝TPACK﹞的樣態繁複，其改變主要呈現在科技學科知識﹝TCK﹞與科技教學知識﹝TPK﹞兩個面向。
（二）本研究因教學部落格所形成的社會網絡，行動者具同質性、網絡成兩端發訊且整體網絡關係偏弱，有5位行動者位處結構洞、中心性相對較高，且形成四個次團體。14位行動者擔任中間人的角色，且扮演具有不同意涵的五種角色類型。
（三）國小數學教師的科技學科教學知識歷經四階段並依層級進行螺旋性發展。
（四）科技學科教學知識與社會網絡的螺旋性牽引使國小數學教師的科技學科教學知識與核心價值產生質變。
根據上述結論，本研究據以提出有關專業成長、電子白板輔助教學實施、建構部落格與後續研究的相關建議。
The purpose of this study is to examine the impacts of using the InteractiveWhiteboard into math instruction and building teaching blog to extend and reflect the teacher’s TPACK.This study is conducted via embeded design of mixed method. The Mathematics teacher used the Interactive Whiteboard into math instruction for 29 fourth graders in an elementary school. This study was carried out over 2 years and data was gathered via various methods like observation checklists, peer teachers’ blog dialogues, teacher self-reflection notes, students’ diaries and social network analysis matrixes etc. According to the data analysis and discussion, the main conclusions were synthesized as follows: 1.The TPACK of the elementary school Mathematics teachewas complex and had been mianly influenced by TPK and TCK. 2.The social network consructed by teaching blog was consis of sixty actors. and the actors’ background was homogenous.The social network displayed a weak-structure, exploded outward and emerged 4 subgroups. Five actors were located in structure holes and their centrality exponents were much higher. Fourteen actors played the role of middlemen and had different five kinds of role meaning. 3.The TPACK of the elementary school Mathematics teacher had experienced 4 stages and developped spirally. 4.The TPACK and the social network had been influeced spirally and generated real changes of the TPACK. Acording to conclusions, suggestions about professional devolpment, intergrating Interactive Whiteboard into math instruction, blog construction and futher research were proposed as follows.
The purpose of this study is to examine the impacts of using the InteractiveWhiteboard into math instruction and building teaching blog to extend and reflect the teacher’s TPACK.This study is conducted via embeded design of mixed method. The Mathematics teacher used the Interactive Whiteboard into math instruction for 29 fourth graders in an elementary school. This study was carried out over 2 years and data was gathered via various methods like observation checklists, peer teachers’ blog dialogues, teacher self-reflection notes, students’ diaries and social network analysis matrixes etc. According to the data analysis and discussion, the main conclusions were synthesized as follows: 1.The TPACK of the elementary school Mathematics teachewas complex and had been mianly influenced by TPK and TCK. 2.The social network consructed by teaching blog was consis of sixty actors. and the actors’ background was homogenous.The social network displayed a weak-structure, exploded outward and emerged 4 subgroups. Five actors were located in structure holes and their centrality exponents were much higher. Fourteen actors played the role of middlemen and had different five kinds of role meaning. 3.The TPACK of the elementary school Mathematics teacher had experienced 4 stages and developped spirally. 4.The TPACK and the social network had been influeced spirally and generated real changes of the TPACK. Acording to conclusions, suggestions about professional devolpment, intergrating Interactive Whiteboard into math instruction, blog construction and futher research were proposed as follows.
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科技學科教學知識, 互動式電子白板, 部落格, TPACK, Interactive Whiteboard, Teaching Blog