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題名：成長團體之「成長」--小學教師數學教學專業之探究
書刊名：科學教育學刊
作者：姚如芬 引用關係
作者(外文)：Yao, Ru-fen
出版日期：2006
卷期：14:3
頁次：頁309-331
主題關鍵詞：小學教師；教師專業發展；數學教學；Elementary teachers；Teachers' change；Mathematics instruction
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(20) 博士論文(7) 專書(1) 專書論文(1)
  • 排除自我引用排除自我引用:19
  • 共同引用共同引用:25
  • 點閱點閱:32
本研究之主要目的在探究小學教師數學教學專業的成長。研究者透過「數學教學成長團體」的經營，作為探究教師數學教學專業成長的研究情境，採「預備期→基礎期→實作與分享期→統整期」為成長團體的主要進行流程，用「發展數學教學模組」為成長團體的主要活動。經由一年來「數學教學成長團體」的經營與探究，研究者發現：數學教學設計的實作歷程與「數學教學成長團體」的討論情境有助於增進成員的數學知識之縱深與廣度、且幫助其數學課程知識由點狀的理解進展為線狀的連結，進而使其課程知識的結構較為全面性、亦使成員對於學生學習數學的理解產生質變與量變、並有助於成員發現與累積更多豐富可用的教學資源。最後，藉由研究歷程的反思，研究者並為此「數學教學成長團體」勾勒出一可行的運作模式。
The main purpose of this study was to enhance and investigate elementary teachers’ professional development in mathematics teaching to tie in with the current educational reform in Taiwan. Through a community called “Mathematics Teaching Growth Group” (MTGG), the researcher provided elementary teachers with opportunities to share and discuss their mathematics teaching design. Various data were obtained through observations, interviews and the collection of relevant documents. From analyses of the data, it was noticed that teachers’ changes took place in terms of their views about mathematics teaching, their understandings of the mathematics curriculum and of students’ learning of mathematics, and the ways they made use of instructional resources. There was evidence indicating that the teachers’ own conceptual understandings of mathematics concepts also increased. Finally, from thinking about and reflection on the process of enhancing and investigating participating teachers’ professional development in mathematics instruction, the researcher developed a model about the operation of MTGG.
期刊論文
1.Shulman, L. S.(1987)。Knoledge and teaching: Foundations of new reform。Harvard Educational Review，57，1-22。  new window
2.Trafton, P. R.、Reys, B. J.、Wasmsn, D. G.(2002)。Standards-based mathematics curriculum materials: a phrase in search of a definition。Phi Delta Kappan。  new window
3.林碧珍(20000200)。在職教師數學專業發展方案的協同行動研究。新竹師院學報，13，115-147。new window  延伸查詢new window
4.林麗雲、姚如芬(20020900)。探討國小五年級學童小數迷思概念之研究。科學教育研究與發展季刊，28，75-92。  延伸查詢new window
5.姚如芬、郭重吉、柳賢(19990400)。從教學研究實作中學習教學--以數學科職前教師為例。科學教育，9，1-20。  延伸查詢new window
6.楊志文(20011000)。國小兒童繪製統計圖易犯之錯誤。國教輔導，41(1)=345，27-34。  延伸查詢new window
7.Wheatley, G. H.(1991)。Constructivist Perspectives on Science and Mathematics Learning。Science Education，75(1)，9-21。  new window
8.Driver, R.、Oldham, V.(1986)。A constructivist approach to curriculum development in science。Studies in Science Education，13(1)，105-122。  new window
9.Bell, B.、Gilbert, J.(1994)。Teacher development as personal, professional, and social development。Teaching and Teacher Education，10(5)，483-497。  new window
10.鍾靜(20000500)。School-based Teacher Improvement as an Effective Support for Mathematical Curriculum Reform。Proceedings of the National Science Council. Part D, Mathematics, Science, and Technology Education，10(2)，71-89。  new window
11.Guo, Chorng-jee、Chang, Huey-por(20040000)。Action Research Aiming at Improving High School Science Teachers' Teaching Proficiencies through the Development of Instructional Modules。International Journal of Science and Mathematics Education，2(4)，435-453。  new window
12.郭重吉(19920500)。從建構主義的觀點探討中小學數理教學的改進。科學發展月刊，20(5)，548-570。  延伸查詢new window
13.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
14.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
會議論文
1.林碧珍(1999)。一個以學童數學認知為基礎的小學教師數學專業發展模式。八十八學年度師範學院教育學術論文發表會。臺北。  延伸查詢new window
2.姚如芬(2001)。從學校本位教學模組之發展協助小學數學教師專業成長之研究。2001年海峽兩岸小學教育--學術研討會。高雄：復文。185-208。  延伸查詢new window
3.姚如芬(2003)。小學職前教師數學教學設計能力之培育：一位師資培育者的行動與試探。2003年海峽兩岸小學教育學術研討會。嘉義：國立嘉義大學教育學院。  延伸查詢new window
4.Krainer, K.(1994)。A teacher in-service education course as a contribution to the improvement of professional practice in mathematics instruction。the 18th international conference for the psychology of mathematics education，104-111。  new window
5.饒見維(1999)。九年一貫課程與教師專業發展之配套實施策略。九年一貫課程研討會。臺北：中華民國教材研究發展學會。305-323。  延伸查詢new window
6.Jaworski, B.(2004)。Grappling with complexity: co-learning in inquiry communities in mathematics teaching development。28th conference of the international group for the psychology of mathematics education，17-36。  new window
研究報告
1.林碧珍(2003)。發展種子教師與教師之學生數學認知知識之研究 (計畫編號：NSC 92-2521-S-134-001)。  延伸查詢new window
2.Matsumura, L. C.、Steinberg, J. R.(2002)。Collaborative, School-Based Professional Development Settings for Teachers: Implementation and Links to Improving the Quality of Classroom Practice and Student Learning。The Regents of the University of California。  new window
學位論文
1.林木明(2004)。發展「立體幾何」教學模組進行補救教學之研究--以國小六年級學童為例(碩士論文)。國立嘉義大學。  延伸查詢new window
圖書
1.Bell, B.、Gilbert, J.(1996)。Teacher Development: A Model from Science Education。London：Falmer Press。  new window
2.Bransford, J. D.、Brown, A. L.、Cocking, R. R.(1999)。How people learn: brain, mind, experience, and school。The national academy of science。  new window
3.Loucks-Horsley, S.、Hewson, P. W.、Love, N.、Stiles, K. E.(1998)。Designing professional development for teachers of science and mathematics。Thousand Oaks, CA：Corwin Press, INC.。  new window
4.郭生玉(1990)。心理與教育研究法。台北：精華書局。  延伸查詢new window
5.黃瑞琴(1994)。質的教育研究方法。臺北市：心理出版社股份有限公司。  延伸查詢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.Lincoln, Yvonna S.、Guba, Egon G.(1989)。Fourth generation evaluation。Sage Publications。  new window
9.Patton, Michael Quinn(1990)。Qualitative evaluation and research method。Sage。  new window
其他
1.周筱亭(2005)。從數學課程實驗班教師的在職進修談起，http://content.edu.tw/primary/math/jmjh/math/s3high/s315.htm， 2005/01/11。  延伸查詢new window
2.侯雪卿，姚如芬(2003)。國小數學科「圓」教學模組之發展與實踐(九年一貫數學、自然與生活科技統整課程教學模組設計成果發表研習會)，彰化。  延伸查詢new window
3.Anderson, R. D.(2001)。Professional development for science and mathematics teachers in a time of educational reform and new standards，http://www.enc.org/professional/research/journal/mathandscie104034-4034 01,00.shtm， 2001/06/22。  new window
圖書論文
1.中華民國課程與教學學會(2000)。學校本位課程發展：基本理念與實施策略。學校本位課程發展手冊。臺北：教育部。  延伸查詢new window
2.Cockett, M.(1986)。The Alternative Curriculum Strategies Project。Action research in classrooms and schools。London：Allen & Unwin。  new window
3.Day, C.(1990)。The development of teachers' personal practical knowledge through schoolbased curriculum development projects。Insights into teachers' thinking and practice。London：The Flamer Press。  new window
4.Engestrom, Y.(1994)。Teachers as collaborative thinkers: Activity-theoretical study of an innovative teacher team。Teachers' minds and actions: Research on teachers' thinking and practice。London：The Falmer Press。  new window
5.Hannay, L.、Seller, W.(1990)。The influence of teachers' thinking on curriculum development decisions。Insights into teachers' thinking and practice。London：The Flamer Press。  new window
6.Kosunen. T.(1994)。Making sense of the curriculum: Experienced teachers as curriculum makers and implementers。Teachers' minds and actions: Research on teachers' thinking and practice。London：The Flamer Press。  new window
7.Ruthven, K.(2001)。Mathematics teaching, teacher education, and educational research: developing "practical theorizing" in initial teacher education。Making sense of mathematics teacher education。Kluwer Academic Publishers。  new window
8.Sullivan, P.、Mousley, J.(2001)。Thinking teaching: seeing mathematics teachers as active decision makers。Making sense of mathematics teacher education。Kluwer Academic Publishers。  new window
9.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
 
 
 
 
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