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研究生: 朱啓台
Chu, Chi-Tai
論文名稱: 探究臺灣中學數學職前教師對教學過程之覺適
Investigation on Taiwanese Secondary Mathematics Pre-service Teachers' Noticing on the Teaching Process
指導教授: 謝豐瑞
Hsieh, Feng-Jui
口試委員: 鄭英豪 蘇意雯 楊凱琳 王婷瑩 謝豐瑞
口試日期: 2021/09/06
學位類別: 博士
Doctor
系所名稱: 數學系
Department of Mathematics
論文出版年: 2021
畢業學年度: 109
語文別: 中文
論文頁數: 165
中文關鍵詞: 數學教學知能覺適教學過程分析性歸納現象分析
英文關鍵詞: Mathematics Teaching Competence, noticing, teaching process, analytic induction, phenomenological analysis
研究方法: 主題分析現象分析內容分析法分析性歸納法
DOI URL: http://doi.org/10.6345/NTNU202101810
論文種類: 學術論文
相關次數: 點閱:168下載:30
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  • 數學課是教師、學生,與數學三者互動的歷程,教師的教學知能應該讓師生共同經歷一段讓人心動的數學課。在數學課中,專家教師與生手教師的明顯差異為情境技能(situation-specific skill)或覺適(noticing),本研究目的為了解中學數學職前教師對於教學過程的覺適情形。
    本研究對覺適的定義採取三元觀點,包含覺察(attending to)、詮釋(interpreting),與回應(deciding how to respond)。研究工具為三則以教學過程為主題的測驗題,分別聚焦於教學方法、學習診斷,與關鍵事件,數學內容主題為認識函數與求解一元一次方程式。
    本研究對象的母體為44位國立臺灣師範大學數學系的實習教師,施測對象為其中33名。資料分析以謝豐瑞(2012)的「國高中數學教學專業知能指標」為基礎,經分析性歸納得到24個維度、164個項目的編碼架構。
    本研究發現覺適的胚騰(17項)與特例(6項),並經由覺適看出職前教師的類型(3種)與特色(3項)。本研究的主要結論為:國立臺灣師範大學數學系的實習教師對於教學過程的覺適顯現三種特色:
    1. 重視數學帶給學生的感覺與價值。
    2. 調整或變化教學時,能夠選擇的方法有限。
    3. 在教學過程中,偏向考量教師可以做什麼,而非學生可以做什麼。
    依研究發現與結論對後續研究與師培教學的主要建議為:尋找讓師生心動的教學典範進行個案研究並以敘事方式呈現,提供師培課程發展個案教學。

    第1章 緒論 1 第1節 研究動機 1 第2節 研究背景 2 第3節 研究目的與問題 4 第2章 文獻探討 5 第1節 教學知能 5 第2節 覺適 13 第3節 教學過程 18 第3章 研究方法 24 第1節 研究架構 24 第2節 研究工具 25 第3節 研究樣本 28 第4節 研究取向 29 3.4.1 現象分析(phenomenological analysis) 30 3.4.2 分析性歸納(analytic induction) 33 第5節 資料分析 37 3.5.1 初始MTC架構 38 3.5.2 覺適觀察MTC架構 43 3.5.3 編碼示例 57 3.5.4 理想覺適 58 第6節 研究可信度 67 第4章 研究結果 69 第1節 覺適的分布 69 4.1.1 教學手法的覺適分布 69 4.1.2 學習診斷的覺適分布 72 4.1.3 關鍵事件的覺適分布 74 第2節 覺適的胚騰 76 4.2.1 教學方法的覺適胚騰 76 4.2.2 學習診斷的覺適胚騰 88 4.2.3 關鍵事件的覺適胚騰 98 4.2.4 超越胚騰的特殊覺適 104 第3節 覺適的個案 114 4.3.1 立意取樣 115 4.3.2 著重數學知識的覺適個案 116 4.3.3 著重學生心理的覺適個案 119 4.3.4 著重意義與價值的覺適個案 122 第5章 結論與建議 125 第1節 結論 125 5.1.1 關於認識函數的教學方法之覺適 125 5.1.2 關於認識函數的學習診斷之覺適 126 5.1.3 關於解一元一次方程式的關鍵事件之覺適 127 5.1.4 關於教學過程整體之覺適 128 第2節 建議 130 5.2.1 教學建議 131 5.2.2 研究建議 133 參考文獻 138 附錄 143 附錄1: 謝豐瑞 (2012)「國高中數學教學專業知能指標」 143 附錄2: 「初始MTC架構」與「國高中數學教學專業知能指標」(謝豐瑞, 2012)對照表 149 附錄3: 研究工具 – 數學教學知能測驗題組 157 附錄4: 浸泡於資料中示例 163 附錄5: 正式編碼示例 164 附錄6: 職前教師在不同情境下對MTC各維度的覺適情形 165

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