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題名:透過敘說取向個案研究探討四位國中數學教師發展數學探究教學之故事:聚焦於信念、知識與實務
作者:林勇吉 引用關係
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:段曉林
秦爾聰
學位類別:博士
出版日期:2009
主題關鍵詞:信念知識實務數學探究專業成長敘說取向個案研究beliefsknowledgemathematical inquirynarrative appraoch case studypracticesprofessional development
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幫助教師發展數學探究教學不論在研究或實務上,皆具有極重要的意義;然而由於缺乏對「教師如何瞭解與實施數學探究教學」的瞭解,使得我們在發展專業成長活動與推廣數學探究教學的路途受挫。研究指出「教師發展數學探究教學」時有極大的個別差異,並且這個發展路徑,通常與改革者的規劃有落差。另外一方面,教師的信念與知識,一直都被視為是整個教師發展數學探究教學的核心。有鑑於此,本研究擬透過「敘說取向」(narrative approach)個案研究,深入瞭解獨特的個體如何解釋與發展改革取向的數學探究教學。因為敘說取向能夠以更情境化(contextualized)與整合(integrated)的觀點,來看待教師的信念、知識、早期經驗與整個發展探究教學的歷程,有別於將這些面向(信念、知識與實務)視為各別獨立的議題;並且透過敘說的過程,更能突顯個案如何建構經驗的意義,可以深入瞭解個案帶著何種信念與知識將數學探究教學落實於實務中。
基於上述,本研究旨在透過敘說取向個案研究,描述四位數學教師(雯雯、香香、雅雅與嘉嘉)發展數學探究教學的故事。主要蒐集「訪談」、「概念圖」、「課室觀察」、「研究群會議錄影」、「教師反思筆記」與「研究者反思筆記」等資料,進行「敘說分析」,藉此整體描繪其信念、知識與實務的改變歷程;此外,也援用「教室環境量表」(WIHIC)與「學生訪談」作為多方資料來源的佐證。
整體而言,在發展數學探究教學上,四位個案展現出不同的優勢(雯雯老師在信念(探究接受度很高)、嘉嘉老師在探究知識(專家知識)、香香與雅雅在實務)。此外,本研究發現核心信念、實務知識才是影響數學探究教學的關鍵。從信念與實務來看,四位個案並沒有在專業成長活動中改變其核心信念,這與過去的研究結果相符:短期的專業成長活動對核心信念的影響有限。但由於四位個案皆具有探究取向的核心信念,因此她們並沒有完全排斥學習與實施數學探究教學。細部的差異在於對數學探究教學的接受度上;雯雯老師與嘉嘉老師初期對數學探究教學的接受度很高,但沒有發展出較好的數學探究教學;相對的,香香老師與雅雅老師初期對數學探究教學的接受度很低,卻發展出較好的數學探究教學,這是因為從排斥到接受的過程,可以幫助她們不斷反思自己的教學。從知識與實務來看,香香老師與雅雅老師在研究後期發展出較好的數學探究教學;在其教學中,學生有較多的質疑別人或回覆他人質疑(澄清)、與挑戰他人想法的機會(挑戰),滿足本研究所定義的「數學探究教學層次II」。而雯雯老師與嘉嘉老師的教學集中在讓學生互相「討論」、「解釋」想法(單純的說明解法,無質疑),較缺乏「澄清」與「挑戰」,為本研究定義的「數學探究教學層次I」。造成這個差異的關鍵原因在於「探究教學知識」(實務知識)上;首先,香香老師具有較佳的數學學科知識,知道如何引導學生去討論、探討數學概念;雅雅老師的數學學科知識雖然不及於香香老師,但她的優勢在於能夠營造出很好的師生互動,讓學生可以很自然的在課室中互相「澄清」與「挑戰」。
In the literature of mathematics education reform, facilitating teacher’s implementation of inquiry-based mathematics teaching is crucial for both research and instructional practices. Without having insight into how teachers understand and implement inquiry-based mathematics teaching, it will be difficult to design professional development activities and to facilitate these teachers. On the other hand, the literature suggests that, in general, teachers’ instructional practices in response to mathematics education reform have been varied and often quite unlike the practices proposed by reformers. Therefore, this study intends to use narrative approach case study to better understand teachers’ beliefs, knowledge and practices while they develop inquiry-based mathematics teaching. It is because that teachers’ narratives allow us to understand teachers’ beliefs, knowledge, and experiences as interconnected and interrelated systems.
The purpose of this doctoral study was to use narrative approach case study to investigate four mathematics teachers’ development of inquiry-based mathematics teaching during a professional development program. By means of narrative analysis based on the data collected from interviews, classroom observations, videotaped group meetings, teachers’ reflective notes, researcher’s reflective notes and the questionnaire WIHIC, I use emplotment to construct a retrospective explanation of how the four teachers’ own experiences at school were reflected in the development of their beliefs, knowledge and practices. Generally speaking, Wen-Wen has the most strong inquiry-oriented beliefs for teaching, Chia-Chia showed the best knowledge about inquiry (expert knowledge) at the beginning of the study, but Hsiang-Hsiang and Ya-Ya developed better inquiry-based mathematics teaching in the end of this study. The crucial facilitators of change could be referred to the activities of literature reading, observation of the other teachers’ inquiry teaching, reflection and discussion with group members. From the above results, the most important factors influencing the teachers’ development of inquiry-based teaching might be their “core beliefs” and “knowledge for inquiry teaching”.
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曾志華、張靜嚳(2006)。一位高職數學教師的教學專業成長歷程。師大學報:科學教育類,51(1, 2),55-82。
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蔡敏玲(2004)。我看教育質性研究創塑意義的問題與難題:經歷、剖析與再脈絡化。國立台北師院學院學報,17(1),493-518。new window
蔡敏玲(2005)。幼兒個人經驗敘說之內容、風格與意義初探。國立臺北教育大學學報(教育類),18(2),323-358。new window
鄭聖襦、靳知勤(2007)。國中科學實習輔導教師之輔導策略、輔導障礙來源及其專業成長。科學教育學刊,15(2),145-168。new window
簡頌沛、吳心楷(2008)。高中實習教師的實務參與及身分轉變:情境認知觀點的探討。科學教育學刊,16(2),215-237。new window

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