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題名:探討兩位國中數學教師臆測探究教學專業成長—敘說探究取向觀點
作者:劉致演
作者(外文):LIU, CHIH-YEN
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:秦爾聰
學位類別:博士
出版日期:2015
主題關鍵詞:信念專業成長敘說探究教學素養數學探究臆測beliefconjecturingmathematical inquirynarrative inquiryprofessional growthteaching proficiency
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本研究旨於為期超過一個學年的縱貫追蹤研究中,透過敘說探究取向觀點描述兩位國中數學教師發展臆測探究教學之專業成長。研究者蒐集兩位個案教師之課室觀察、課後討論、正式晤談、教師反思、研究者反思、學生焦點團體訪談、數學探究教學知識互聯網等質性資料與學生的教室環境量表、數學素養評量、學習成就評量、數學臆測總結性評量等量化資料,藉由「敘說分析」形成個案教師專業成長故事之「敘說結構」,並以持續比較分析方法及開放性譯碼、主軸譯碼,分析兩位個案教師在數學臆測探究活動課室轉錄文本,形成兩個案教師臆測探究教學程序及教學策略運用之譯碼範疇,最後整合敘說結構與譯碼範疇描繪兩個案教師專業成長歷程,並綜合量化資料統計分析結果比較兩個案教師臆測探究教學異同。研究發現,個案教師T1在發展臆測探究教學專業成長歷程中,漸次覺察其教師角色認同與教學實務深受初始信念「不讓任一孩子落後」所影響,藉由與研究社群成員反覆磋商、討論以及實務上的反思實踐,T1覺察到教師角色應不是「庶務性」的工作應以更高的層次即「佈題者」來思考教師自我角色認同;因此,T1在專業成長歷程中發展出由上而下的「系統化佈題策略」幫助學生進行數學思考,並發展出多工教學程序以提升教學效能。在重新發現教學核心價值與原則後,T1覺察到學生應是學習責任中心,認為臆測探究教學的旨趣應是為學生建構一個主動學習環境,協助學生積極參與數學問題探究。個案教師T2對於數學臆測探究教學的理解啟蒙自大學求學時期以及發展小組探究模式的連續性經驗,受「數學意即思考」之數學本質信念影響,主張臆測思維除能提升數學思考效能外亦是動態數學知識的發展基礎,並且,學生數學學習理解的發展應建構在「良好的討論情境」脈絡之上。根據開放性譯碼與主軸譯碼分析結果,教學程序共歸納出四個範疇:「R1行動」是教師對於學生布達的行為指令,「R2流程」是活動流程的控管,「R3社會常規」是教師對學生社會性常規的要求與期許,「R4數學常規」則是教師培養社會性數學常規的教學表徵。另教學策略共歸納出五個範疇:「S1引導」是教師引導學生進入數學化脈絡的策略運用,「S2佈題」是教師建構數學任務的佈題策略,「S3統整」是教師在論述進行時幫助學生修正或歸納其數學想法,「S4表徵」是教師運用數學表徵進行數學想法的陳述與論證,「S5評量」則是教師為了解學生理解情形的行為表徵。綜合敘說分析、譯碼範疇分析與量化分析結果發現,除核心信念與教學素養外,兩個案教師皆主張數學臆測探究教學應以良好的常規為基礎,建構主動探究問題的學習環境,協助學生在解題過程藉由特殊化、系統化、一般化及反駁等策略進行數學思考,透過觀察過程紀錄論證一般式的有效性,並在全班性的論述過程中,經由檢驗、詮釋、歸納等策略,形成一致性的結論。
The purpose of this study is to investigate two junior high school mathematics teachers’ professional growth towards developing conjecturing-inquiry teaching by means of the narrative inquiry approach. This is a longitudinal panel study over a whole academic year. A mixed method research design is adopted in this study, particularly, a narrative structure is framed from the narrative analysis as well as teaching routine and strategy coding categories were constructed from open and axial coding analysis for supporting the storytelling of two teacher’s professional growth. Results show that T1 is gradually aware of his teaching practice influenced by his initial belief within the process of professional growth through developing conjecturing-inquiry teaching. By means of constant negotiation and discussion with peers in the research group, as well as his own reflective practice in classroom teaching, T1 adjusts his focus on students’ understanding, then adopts a systematic problem-posing strategy as the core task of mathematical conjecturing to help students develop conjecturing thinking, and builds up a multi-functional teaching procedure for promoting the instructional efficacy. Finally, T1 re-discovers his core teaching values and beliefs, comprehends that students are the centre of learning, and perceives the teacher’s role is the problem poser and the constructor of the learning environment. With regard to T2, his understanding of conjecturing-inquiry teaching was enlightened in college times, possessing the continuing experience of evolving small-groups inquiry learning model. T2 argues that conjecturing might either the catalyst of mathematical thinking or the foundation for constructing knowledge. Further, students’ understanding of mathematics should be situated in the context of well-structured discourse. Except for teaching beliefs and proficiencies, both of two teachers acknowledge that the objectives of conjecturing-inquiry teaching should be built on the bases of socio-mathematical norms to foster students actively to get involved in solving inquiring mathematical problems, and conducting mathematical thinking through specialising, systematising, generalising and refuting in the procedures of problem solving, further, teacher should orchestrate whole class discussions for synthesising consistent conclusions.
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