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題名:資深資優生教師在師生共同學習數學模式下之成長
作者:梁崇惠
作者(外文):Liang Chorng-Huey
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
指導教授:施皓耀
學位類別:博士
出版日期:2009
主題關鍵詞:數學資優教育教學信念資深教師math gifted educationbelief in pedagogyexperienced teachers
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本研究旨在探察參與一項數學資優生培育計畫的資深教師,他們的數學知識與資優教學信念的轉變暨轉變之因素。研究對象為參與該培育計畫之中部某縣市不同校的兩位國小資深資優生教師。該培育計畫要求每位資深教師與兩名該校之資優生組成一個學習小組,由一位大學教授對十五個學習小組進行教學,在此師生共同學習的模式下,教師得以觀摩學習如何進行資優教學以及就近觀察資優生的學習特徵。收集的資料包括課室教學錄影光碟、師生課堂筆記與作業、教師問卷、教師訪談錄音、教師反思札記卡與焦點團體對談錄影光碟等,資料的分析採扎根理論及 Etchberger 和 Shaw 提出的教師教學信念改變歷程,來呈現資深教師數學知識與數學資優教育之教學信念的轉變。研究結果顯示,該資優生培育計畫所營造之師生共同學習數學的模式,促使兩位資深資優生教師對資優教育內涵的認知有明顯轉變,他們對數學資優教育之教學信念從注重學習量轉變為注重資優生創造力的開發。再者,兩位資深資優生教師的數學知識轉變在於他們看待數學知識的態度,包括對數學知識的形式、形成過程,以自然形式的語言描述數學知識之態度。本研究結果對資優師資培育的啟示,即使是教學信念已經很穩固的資深教師,還是可以透過設計師生共學的模式促使他們的教學信念轉變,此模式中,大學教授的示範教學,選擇的教學內容、型態與深度,資優生所展現出的解題創意以及焦點團體對談是影響資深資優生教師轉變的重要因素。
The objective of this study is to investigate what & how experienced teachers change on teaching belief and on pedagogy in gifted education.
The participants were two experienced elementary teachers from different elementary schools in a central county in Taiwan. Each teacher accompanying with two gifted students in the same school form a group. The class has fifteen groups and is in the cooperative learning setting. The instructor of the class is a professor in a university who has major both in pure mathematics and gifted education. The philosophy of nurturing teachers of gifted is constructivism where teachers are dipped in the environment of an innovative and effective gifted education model. Teachers are acting like co-learners and mentors. As co-learners, they are able to closely analyze the learning characteristics of gifted students. As mentors, they are able to practice what they have conceived in the gifted education model.
Data are videos of the whole courses, students’ and experienced teachers’ notes taken in the class, questionnaires for teachers, tapes of interview, and teachers’ reflective logs, and focus groups dialogue VCD.
Teachers’ change on teaching belief is analyzed by the grounded theory aligned with a process of belief change proposed by Etchberger and Shaw to present experienced elementary school teachers’ change on teaching belief and on pedagogy in gifted education.
The finding shows that teachers’ belief in gifted education has a great change. The original belief that teaching more is better has changed to listening more is one of the most important activities in gifted education. Their perception in gifted education has a clear change. Teaching faith in learning changes from the amount of learning to the development of creativity. Moreover, their attitude on presenting math decides lead to a flexible representation of mathematics knowledge, including the form, the process. The detailed traces of the change of belief are provided.
The result is that even if experienced teachers have a firm belief in pedagogy, their belief in pedagogy may change with the co-learned mode. They are important transformative factors for experienced teachers that teachingmodel by a professor in the university, teaching content, style & depth, innovative problems solving, and focus groups dialogue.
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