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題名：在職教師數學專業發展方案的協同行動研究
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：2000
卷期：13
頁次：頁115-147
主題關鍵詞：協同數學成長團體；協同行動研究；教師專業發展；教學案例；Collaborative action research；Professional development；Cases of teaching
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(16) 博士論文(8) 專書(2) 專書論文(0)
  • 排除自我引用排除自我引用:15
  • 共同引用共同引用:17
  • 點閱點閱:103
　　　　　本研究的目的在於協助教師發展有關學生數學認知知識，能有效地整合教師之數 學知識、數學教學知識、及心理學等領域知識於數學教學中。本研究主要由研究者和新竹市 頂埔國小七位教師共同合作組成一個協同數學成長團體，以行動研究為取向，幫助教師落實 國小數學課程改革所強調之「以兒童為本位」於數學教室中。成員的「現場教學」是成長團 體討論會引發議題的主要情境脈絡，每週定期舉行為期半天的討論會是教師專業對話的時 間。教室觀察、教學案例的發展、和學生解題類型的分析，是數學成長團體的三個主要活動。 成長團體討論會記錄，每兩週一次的教師晤談記錄、教學活動的教室觀察記錄、研究者的研 究日誌、成員的數學日誌等，是本研究用來描述教師專業成長的主要資料來源，亦是用來檢 驗此研究用來發展教師專業活動的有效性。資料之搜集方法、資料來源、及分析者的三角校 正是作為資料分析的效度檢驗。如何協助教師的知識在不同的時間點上所產生的質變是教師 成長歷程是的指標，它是資料分析的主要焦點。研究發現:教師在參加成長團體後，對八十二 年課程有更深入的認知，教室觀察幫助他們更瞭解學生的學習特性是本研究用來描述教師的 成長;教學案例有助於提升教師的省思能力，及提升教師對學生學習的敏感性;教師分析學生 的解題類型，有助於更瞭解學生的思考方式，及有利於數學知識的獲得。
　　　　　The purpose of the study was to develop teachers knowledge of children's cognition of mathematics, to implement effectively the integration of three aspects of teachers knowledge- mathematics, pedagogical mathematics and psychological knowledge into classroom, and to put "children thinking" emphasized on the curriculum reform into practice. A collaborative team consisted of the investigator and seven teachers of an elementary school of Hsin-Chu city. Mathematics classroom of each teacher is the context for trigging the issues of teaching and learning of mathematics. Regular weekly meetings are for discussion and dialects when we encountered conflicts of cognition. Making classroom observations, developing cases of teaching, analyzing patterns of children's solutions were three main activities engaged in the study. Methods of data collection included verbatim transcription of the team meetings, teachers interviews, classroom observations, research journals, and teacher's mathematics journals. Multiple train gulation on source, method, and analyst were used to validate the data. The quality change of teachers conceptions was the major focus of documenting teachers growth. It is found that teachers had better understanding on curriculum reform, more aware of children's understanding. Developing cases of teaching was a good approach to facilitate teachers' reflective thinking and teachers sensitive to children's learning. Analyzing patterns of children's solutions was able to reinforce teachers understanding of children's thinking and to acquire teachers knowledge of mathematics.
期刊論文
1.林福來、黃敏晃、呂玉琴(19920600)。師院新生的初等數學能力。國教學報，4，1-21。  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.Carpenter, T. P.、Fennema, E.、Peterson, P. L.、Chiang, C. P.、Loef, M.(1989)。Using knowledge of children's mathematics thinking in classroom teaching: An experimental study。American Educational Research Journal，26(4)，499-532。  new window
4.Wittmann, E. C.(1989)。The mathematical training of teachers from point of view of education。Zentralbaltt fur Didaktik der Mathematik，10，291-308。  new window
5.鍾靜、朱建正(19950800)。國小教師面對數學新課程之因應。國教學報，7，1-16。  延伸查詢new window
6.Cobb, P.、Steffe, L. P.(1983)。The constructivist researcher as teacher and model builder。Journal for Research in Mathematics Education，14(2)，83-94。  new window
7.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
8.Cochran, K. F.、DeRuiter, J. A.、King, R. A.(1993)。Pedagogical content knowing: An integrative model for teacher preparation。Journal of Teacher Education，44(4)，263-272。  new window
9.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
10.Zeichner, K. M.(1993)。Action Research: Personal Renewal and Social Reconstruction。Educational Action Research，1(2)，199-219。  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.支毅君(1998)。國小數學教學實踐課程開發研究－估算部分。沒有紀錄。185-188。  延伸查詢new window
3.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
4.林碧珍(1999)。一個以學童認知為基礎的小學教師專業發展模式。沒有紀錄。  延伸查詢new window
5.林碧珍、蔡文煥、施又齡、廖瓊雯、陳美玲、林美蓉(1999)。一群和我們在數學成長團體中成長的小學教師。沒有紀錄。  延伸查詢new window
6.林燈茂、曹宗萍(1996)。國小職前教師的「機率概念教學知識」與「機率概念知識」之初探。0。  延伸查詢new window
7.楊瑞智(1998)。國小數學教學實踐課程開發研究－分數之加減乘除法部分。沒有紀錄。261-268。  延伸查詢new window
8.劉曼麗(1998)。國小數學教學實踐課程開發研究－小數認識及加減部分。沒有紀錄。122-130。  延伸查詢new window
9.甯自強(1998)。國小數學教學課程開發研究－整數的除法部分。沒有紀錄。253-260。  延伸查詢new window
10.劉祥通(1998)。國小數學教學實踐課程開發研究－比例部分。沒有紀錄。302-367。  延伸查詢new window
11.譚寧君(1998)。國小數學教學實踐課程開發研究－長度與面積部分。沒有紀錄。269-274。  延伸查詢new window
研究報告
1.鍾靜、朱建正(1996)。小學數學課程改革下之教師成長研究II。沒有紀錄。  延伸查詢new window
2.呂玉琴、譚寧君(1996)。國小教師對學生數學認知知識了解之探討 (計畫編號：NSC84-2513-152-002)。行政院國家科學委員會。  延伸查詢new window
3.張英傑(1990)。國小教師數學科基本教學能力之探討與評量工具之設計（I）。沒有紀錄。  延伸查詢new window
4.黃幸美、周筱亭(1997)。臺灣區國小教師的數學知識、數學教學知識及其對兒童數學知識的認知之現況研究。沒有紀錄。  延伸查詢new window
5.劉曼麗、黃金鐘(1996)。國小數學教師培育及檢定模式研究子計畫一：師院生的小學數學知識現況研究 (計畫編號：NSC85-2513-S-153-001)。行政院國家科學委員會。  延伸查詢new window
6.劉好(1990)。小學教師數學基本能力之調查分析。沒有紀錄。  延伸查詢new window
7.鍾靜、朱建正(1997)。小學數學課程改革下之教師成長研究（III）。沒有紀錄。  延伸查詢new window
學位論文
1.Marks, R.(1990)。Pedagogical Content Knowledge in Elementary Mathematics(博士論文)。Stanford University，Stanford, CA.。  new window
2.黃永和(1996)。國小實習教師數學學科教學知識之個案研究(碩士論文)。國立新竹師範學院，新竹。  延伸查詢new window
3.呂玉琴(1994)。國小教師分數教學之相關知識研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
4.Liu, M. L.(1995)。Nonscience-major Preservice Elementary Teachers' Knowledge of Decimals in Taiwan，0。  new window
5.Wang, L. C.(1998)。Taiwanese Elementary Teachers' Mathematics Beliefs and the Relationship to Instructional Practices in the Context of Constructivist Curriculum Change，0。  new window
6.Chang, I.(1997)。Prospective Elementary Teachers' Knowledge of Multiplicative Structures in Taiwan，0。  new window
圖書
1.Perret-Clermont, A. N.(1980)。Social Interaction and Cognitive Development in Children。Academic Press。  new window
2.Perry, W. G. Jr.(1970)。Forms of intellectual and ethical development in the college years。New York：Holt, Rinehart and Winston。  new window
3.Guba, E. G.、Lincoln, Y. S.(1984)。Naturalistic inquiry。Newbury Park, CA：Sage。  new window
4.Miles, Matthew B.、Huberman, A. Michael、Newman, G.(1994)。Qualitative data analysis: an expanded sourcebook。Sage Publications。  new window
5.Polya, G.(1965)。Mathematical discovery: On understanding, learning, and teaching problem solving。New York：John Wiley & Sons。  new window
6.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
7.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
8.Habermas, Jürgen、Shapiro, Jeremy J.(1971)。Knowledge and Human Interests。Beacon Press。  new window
9.Rorty, Richard(1979)。Philosophy and the Mirror of Nature。Princeton University Press。  new window
10.蕭昭君(1998)。我國小學數學教育改革的推廣研究－人在改革現場的定位與意義。國立花蓮師範學院初等教育學系論文發表會。沒有紀錄。  延伸查詢new window
11.Cobb, P.、McClain, K.(1999)。Supporting teachers' learning in social and institutional context。Proceedings of the 1999 International Conference on Mathematics Teacher Education。Taipei。  new window
12.Cohen, L.、Manion, L.(1984)。Action Research。Conducting Small-Scale Investigations in Educational Management。London, UK。  new window
13.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
14.Jansweijer, W.、Elshout, J. J.、Wielinga, B. J.(1990)。On the multiplicity of learning to solve problems。Learning and Instruction, Vol. 2.1。Oxford。  new window
15.Leung, S.(1999)。Integrating problem posing into the elementary curriculum: Teachers as action researchers in a dissemination project。Proceedings of the 1999 International Conference on Mathematics Teacher Education。Taipei。  new window
16.Noffke, S.、Zeichner, K.(1987)。Action research and teacher thinking。Annual Meeting of the American Education Research Association。Washington, DC。  new window
17.Patton, Michael Quinn(1990)。Qualitative Evaluation & Research Methods。Beverly Hills, CA。  new window
圖書論文
1.Piaget, J.(1970)。Piaget's theory。Carmichael's Handbook of Child Psychology。New York, NY：Wiley。  new window
2.Cobb, P.、Wood, T.、Yackel, E.(1993)。Discourse, mathematical thinking, and classroom practice。Education and Mind: Institutional, Social, and Developmental Processes。New York：Oxford University Press。  new window
3.Fuller, Frances F.、Bown, Oliver H.(1975)。On becoming a teacher。Teacher Education。Chicago：University of Chicago Press。  new window
4.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
5.von Glasersfeld, E.(1987)。Learning as a constructive activity。Problems of representation in the teaching and learning of mathematics。Hillsdale, NJ：Lawrence Erlbaum。  new window
6.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
7.Von Glasersfeld, E.(1991)。Abstraction, re-presentation, and reflection: An interpretation of experience and Piaget's approach。Epistemological Foundations of Mathematical Experience。New York, NY：Springer-Verlag。  new window
 
 
 
 
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