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題名：協助教師撰寫數學日誌以促進反思能力之協同行動研究
書刊名：新竹師院學報
作者：林碧珍 引用關係
作者(外文)：Lin, Pi-jen
出版日期：2002
卷期：15
頁次：頁149-180
主題關鍵詞：札記反省；反思；教師數學日誌；學生數學日記；教師專業成長；Journal reflection；Students' mathematics journals；Teachers' mathematics journals；Teachers professional development
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  • 被引用次數被引用次數:期刊(5) 博士論文(3) 專書(0) 專書論文(0)
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  • 共同引用共同引用:15
  • 點閱點閱:37
　　　　　本研究旨在實踐教師的數學日誌，提供給教師進行反思的機會，以促進教師的專業成長。研究者與來自新竹市一所小學的十二位小學教師組成的數學教師成長團體，以行動研究法探究教師實踐數學日誌所遭遇的困難，及探討透過數學日誌的反思如何幫助教師專業成長，並以數學日誌的分析瞭解教師如何成長。實踐教師數學日誌在本研究包含的認知活動包括：在期初，為格式、內容、及數學日誌的功能的討論、研究者給教師在數學日誌上的尾批與問題回應、教師閱讀自己的數學日誌並從數學內涵、數學教學、學生學習、與反省部分等層面針對數學日誌的內容做反思。每週定期一次的數學成長團體討論會逐字稿和教師的數學日誌，是作為瞭解教師實踐數學日誌及用來說明教師專業成長的主要資料。本研究發現：數學日誌提供平等的機會給不同特質的教師進行反思；教師的不同經驗、背景、及專業的需求性，是影響他們進行的反思方向及反思層次的因素；從數學日誌上的記載內容，可以觀察到教師數學教學觀的改變歷程，及數學教學知識獲得的歷程。反思方向及反思層次，能反映出教師的專業發展階段。另外，透過數學日誌蒐集的資料，能提高資料的信任性與確認性，是一種有效化質性資料的方法。
　　　　　The study was designed to promote teachers' professional development by using mathematics journal. Setting up a collaborative mathematics team consisting of the researcher and twelve teachers from an elementary school was to understand teachers' difficulties with writing mathematics journals, to explore the effects of reflective mathematics journals on teachers professional development, and to analyze teachers' mathematics journals on their professional growth. The cognitive activities investigate in the action-oriented study included an initial meeting for discussing the formats, contents, and functions of mathematics journals; the researcher's responses to problems proposed and comments on teachers' mathematics journals; and the activities of teachers reflecting to their journals. The transcriptions of regular meetings and teachers' journal writings were main techniques of collecting data. It is found that reflective mathematics journals provided opportunities for teachers having various learning styles and various characteristics to reflect on their practice equally. Teachers' experiences, background, and the needs of their profession influenced the contents and levels of reflections. The contents of journals were able to be as a document of teachers' views of mathematics teaching and learning, and were able to reflect the stages of teachers' professional development. Besides, reflective mathematics journal was not only as a powerful tool for reflection and also as a validating method for increasing the dependability and confirmability of qualitative data.
期刊論文
1.林碧珍(20010200)。協助教師實踐學生數學學習歷程檔案之行動研究。新竹師院學報，14，163-213。new window  延伸查詢new window
2.Anzai, Y.、Simon, H. A.(1979)。The Theory of Learning by Doing。Psychological Review，86(2)，124-140。  new window
3.劉祥通、周立勳(19970600)。數學寫作活動--國小數學教學的溝通工具。國民教育研究學報，3，239-261。new window  延伸查詢new window
4.林碧珍(1999)。一個以學校為本位的教師專業發展方案之教師改變歷程。行政院國家科學委員會研究彙刊：科學教育，9(3)，99-108。  延伸查詢new window
5.Norwood, K. S.、Carter, G.(1994)。Journal writing: an insight into students' understanding。Teaching Children Mathematics，1(3)，146-148。  new window
6.林碧珍(2000)。一篇數學日誌－揭開數學成長團體的序幕。國教世紀，189，21-28。  延伸查詢new window
7.Burk, J.、Littleton, P.(1995)。Reflective journals: enhancing mathematics staff development。Mathematics Teaching in the Middle School，1(7)，577-583。  new window
8.Cobb, P.、Boufi, A.、McClain, K.、Whitenack, J.(1997)。Reflective discourse and collective reflection。Journal for Research in Mathematics Education，28(3)，258-277。  new window
9.Chapman, O.(1993)。Facilitating in-service mathematics teachers' self-development。Proceedings of Psychology of Mathematics Education，17(1)，228-235。  new window
10.Cooney, T.、Shealy, B.、Arvold, B.(1998)。Conceptualizing belief structures on pre-service secondary mathematics teachers。Journal for Research in Mathematics Education，29，306-333。  new window
會議論文
1.林碧珍、蔡文煥(1999)。以學校為中心的小學教師數學專業發展模式。臺北：國立臺灣師範大學數學系。123-147。  延伸查詢new window
2.Ernest, P.(198807)。The impact of beliefs on the teaching of mathematics。The fourth International Group for the Psychology of Mathematics Education。Budapest。  new window
3.陳美玉(1998)。札記反省法在師資培育上的應用。0。  延伸查詢new window
4.林碧珍(1998)。「國小數學科教材教法」課程的實踐與反省－從國小師資班兩位職前教師的數學日誌談起。沒有紀錄。332-340。  延伸查詢new window
5.林碧珍(1997)。數學教師在教師成長計畫下的知識成長－個案研究。沒有紀錄。309-405。  延伸查詢new window
6.Krainer, K.(1998)。Some considerations on problems and perspectives of in-service mathematics teacher education。Seville, Spain。303-321。  new window
7.Lin, P. J.(1997)。The growth of knowledge of a middle school teacher。New Crleands。  new window
8.林碧珍(2001)。Analyzing teachers' conceptual change through their reflective journals。Netherlands。  new window
9.Adin, N.、Robinson, N.(1999)。'Written conversation forms' as prompters of teachers' change。Israel。  new window
學位論文
1.李源順(1999)。數學教師在校內互動促進自我專業發展的個案研究(博士論文)。國立臺灣師範大學，台北。  延伸查詢new window
圖書
1.McNiff, J.(1988)。Action research: Principles and practice。London：Macmillan：Routledge。  new window
2.Schön, Donald A.、夏林清、鄭村棋(2004)。反映的實踐者：專業工作者如何在行動中思考。台北：遠流。  延伸查詢new window
3.Brubacher, J. W.、Case, C. W.、Reagan, T. G.(1994)。Becoming a reflective educator: How to build a culture of inquiry in the schools。California：Corwin Press。  new window
4.Webb, R.(1990)。Practitioner Research in the Primary School。Falmer。  new window
5.National Council of Teachers of Mathematics(1991)。Professional standards for teaching mathematics。National Council of Teachers of Mathematics。  new window
6.Polya, G.(1965)。Mathematical discovery: On understanding, learning, and teaching problem solving。New York：John Wiley & Sons。  new window
7.National Council of Teachers of Mathematics(1989)。Curriculum and evaluation standards for school mathematics。Reston, VA：National Council of Teachers of Mathematics。  new window
8.饒見維(1996)。教師專業發展--理論與實務。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
9.Schön, Donald A.(1987)。Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions。San Francisco, California：Jossey-Bass Inc.。  new window
10.陳美玉(1999)。教師專業學習與發展。臺北市：師大書苑。  延伸查詢new window
11.Elliott, J.(1993)。Professional development in a land of choice and diversity: the future challenge of action research。Developing Teachers Professionally。London, UK。  new window
12.Noffke, S.、Zeichner, K.(1987)。Action research and teacher thinking。Annual Meeting of the American Education Research Association。Washington, DC。  new window
13.林碧珍、施又鈴、陳姿靜(2000)。透明化教師實施學生數學歷程檔案評量的行動策略。八十九學年度師範院校教育學術論文集。新竹。  延伸查詢new window
14.Smyth, J.(1991)。Teachers as collaborative learners: Challenging dominant forms of supervision。Teachers as collaborative learners: Challenging dominant forms of supervision。Milton Keynes, UK。  new window
15.蔡文煥、林碧珍、施又齡、廖瓊雯、林美蓉、陳美玲(2000)。一群和我們在數學成長團體中成長的小學教師。八十八學年度師範院校教育學術論文集。沒有紀錄。  延伸查詢new window
16.Castle, K.、Aichele, D. B.(1994)。Professional development and teachers autonomy。Professional Development for Teachers of Mathematics。Reston, VA。  new window
17.Dadds, M.(1993)。Thinking and being in teacher action research。Reconstructing Teacher Education: Teacher Development。London, UK。  new window
18.Smyth, J.(1987)。Educating Teachers。Educating Teachers。London, UK。  new window
單篇論文
1.Kerka, S.(1996)。Journal writing and adult learning(ED 399 413)。  new window
圖書論文
1.林碧珍、蔡文煥、李嘉珍、柯政毅(2000)。實踐學生的數學日記對教師的擬題與佈題的改變。八十九學年度師範院校教育學術論文集。國立新竹師範學院。  延伸查詢new window
2.Russell, T.(1988)。From pre-service teacher education to first year of teaching: A study of theory and practice。Teachers’ professional learning。Philadelphia。  new window
3.Brown, C. A.、Borko, H.(1992)。Becoming a mathematics teacher。Handbook of Research on Mathematics Teaching and Learning。New York：Macmillan Publishing Company。  new window
4.Fennema, E.、Franke, M. L.(1992)。Teachers' knowledge and its impact。Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics。New York：Macmillan Press。  new window
5.Kemmis, S.(1985)。Action research and the politics of reflection。Reflection: Turning Experience into Learning。London, UK：Kogan Page。  new window
 
 
 
 
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