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題名:輔導國中數學實習教師學習問題中心教學之行動研究
作者:蔡玉玲
作者(外文):Yu-Ling Tsai
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:張靜嚳
學位類別:博士
出版日期:2009
主題關鍵詞:實習教師實習輔導教師實習輔導模式LPPPCDCRMELPPMentorMentoring modelPCDCRMEStudent teacher
原始連結:連回原系統網址new window
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本研究之目的在輔導傳統取向之數學實習教師學習問題中心教學,使其能落實於其課室教學之中,且研究者欲從輔導過程中發展可行之輔導模式。本研究以三位數學實習教師為研究對象,研究者即為實習輔導教師,每年各輔導一位實習教師學習PCDC教學,進行為期三年之行動研究。研究者以「合法周邊參與」觀點及「進側發展區」概念設計初步輔導模式,探討實習教師學習問題中心教學後,在「任務」、「引導」、「環境」、「分析」四項工作上之改變情形以及促使其改變的因素,也在輔導歷程中,反思所遭遇的困難,提出相對應的輔導策略,以解決研究者所面臨的問題,並修改輔導模式,不斷精緻化。研究結果顯示,在「任務」上,實習教師由「無脈絡的情境設計」,到「連結學生舊經驗」設計生活情境問題;在「引導」上,實習教師由「形式上的到處走動」,到「給予小組關鍵提示」幫助學生進行小組討論;在「環境」上,實習教師由「教師為教室權威」,到「容許學生錯誤」,營造課室安心發言環境,並形成課室的數學社會規範;在「分析」上,實習教師由「紙筆測驗的單一評量方式」,到「注意多元表現的評量」,兼顧評量的「如何」及「為何」面向。影響實習教師進行問題中心教學改變的因素,由觀察教學成效與輔導教師的協助等外在因素逐漸轉變至內在的需求及價值。研究最後提出「累進達成逐步參與循環且可合作」之RADAC輔導模式,供輔導實務及後續研究參考。在研究的結論與建議上,研究者認為:輔導實習教師學習問題中心教學是可行的,建議師資培育中心開設教改取向教學理論的課程,且教育實習過程中,應讓實習教師有實際進行教改取向教學與教材發展的經驗。
This is a three years action research to evaluate the possibility of implementing the problem-centered instructional model for teacher education in the internship period. The most common scene in the classroom for a novice teacher who is tradition-oriented is the lack of effective communication between students and teacher according to the lecturing teaching style. This study attempted to enable three mathematics student teachers, who the researcher mentoring, to carry out the PCDC teaching, a reform-oriented teaching model, in the classroom. The preliminary mentoring model was based on John Furlong’s model, Zone of Proximal Development, and Legitimate Peripheral Participation. After mentoring the student teacher each year, the mentoring model was elaborated for next mentoring cycle. The data was analyzed from four aspects about PCDC instructional model-‘task’, ‘guide’, ‘environment’ and ‘analyze’. The findings showed that: in ‘task’, the student teachers designed teaching materials from ‘de-context’ to ‘connect the pupils’ experience’; in ‘guide’, the student teachers helped pupils’ discussions from ‘walking around aimless’ to ‘give the key point suggestion’; in ‘environment’, the student teachers established the socio-mathematical norms from ‘the teacher is the authority of classroom’ to ‘making mistakes is part of the pupils’ learning process’; in ‘analyze’, the student teachers analyzed the effects of teaching and pupils’ learning from ‘depending only on test’ to ‘paying attention to multi-dimensional performance’. Finally, we found out that assist the student teacher to learn the PCDC instructional model is feasible, and this study proposed the ‘realize-arrange-demonstrate-assist-cooperate, RADAC’ mentoring model. Also, the suggestion on enhancing the effectiveness of the practicum was provided.
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