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研究生: 吳明崇
論文名稱: 國中數學專家教師教學專業知識內涵之個案研究
指導教授: 單文經
學位類別: 碩士
Master
系所名稱: 教育學系
Department of Education
論文出版年: 2003
畢業學年度: 91
語文別: 中文
論文頁數: 156
中文關鍵詞: 國中數學專家教師教學專業知識
英文關鍵詞: Junior high school mathematics, expert teacher, professional teaching knowledge
論文種類: 學術論文
相關次數: 點閱:179下載:38
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  • 本研究旨在以教師知識為主題,試圖探討一位國中數學專家教師的教學專
    業知識,進入教學現場,觀察其教學實況,訪談其教育理念,並希望藉著研究發
    現,讓眾人瞭解與思考數學教學的實際狀況、深刻瞭解個案教師之教學表現;分
    析、討論個案教師教學表現背後所展現出的教學專業知識;探討專家教師教學專
    業知識之內涵;綜合歸納、說明個案教師教學成功之要素,期能對個案教師教學
    有完整的了解,並為一般從事教學之教師,帶來教學靈感與創新教學,也引發教
    師教學創新發展的動力。
    為達成以上目的,本研究首先搜集國內外相關文獻,深入探討並設計研究
    的概念架構,其次依循研究目的與待答問題編擬研究計劃、確立研究個案,採取
    詮釋性研究法,研究者以本身為主要的研究工具,進入研究情境之後,研究者利
    用參與教學現場觀察、訪談、文件蒐集等方式蒐集資料。研究者在檢核、分析、
    歸納與個案教師有關的資料資料以後,除說明其所理解的教學專業知識外,並分
    析該個案老師教學表現的成因與教學特質、其教學表現的主要形態,以及其成功
    的教學創新動因。
    綜合上述研究的結果,研究者提出了對國中數學教師的建議:不斷充實
    教學專業知識、以學生為中心的教學模式、不斷反省自己的教學歷程、勇於改變
    具終身學習的理念。另外,研究者並且對數學師資培育單位的建議:均衡的培育
    教學專業知識、培養教師自我檢視教學知識的能力、完成領域教學的專業培育。
    最後,研究者亦對後續研究的重點、方法以及對象等方面,提出建議事項。

    The aim of this study is to explore teacher’s knowledge, seeking to discuss the
    professional teaching knowledge of a junior high school mathematics expert teacher.
    Getting into on the spot teaching to observe its practical teaching and interview its
    teaching philosophies. Hoping that through the research findings, all the people could
    realize and think over the practical mathematics teaching conditions, and have
    profound understanding of the teacher’s teaching performance of the case study;
    analyze and discuss the performed professional teaching knowledge underlies the
    teacher’s teaching performance of the case study; discuss the contents of the expert
    teacher’s professional teaching knowledge; integrate and generalize and interpret
    successful factors of the teacher’s teaching of the case study, and hope for a complete
    understanding of the teacher’s teaching of the case study, furthermore, to bring the
    teaching inspiration and innovation to teachers in general, and also induce teacher’s
    power to make teaching innovation development.
    To achieve above objectives, firstly, the study collects relevant literature from
    domestic and oversea, goes deep into discussion and designs study concept
    framework. Secondly, compiles study plan and sets up study case in accordance with
    study object and questions for reply. By taking interpretive methodology, the
    researcher makes itself as a principle study tool, and after enter into the study status,
    the researcher collects data by means of attending at on the spot teaching observation,
    interview and paper collection. After the researcher exams, analyzes and generalizes
    the data in connection with the teacher of the case study, in addition to interpret the
    realized professional teaching knowledge, the researcher also analyzes the factors of
    the teacher’s teaching performance and teaching specialty, teaching performance and
    main form, and successful teaching innovation motives.
    Combine the above study outcomes, the researcher proposed junior high
    school mathematic teacher with following recommendations: fulfill professional
    teaching knowledge unceasingly, student centralized teaching mold, introspect
    teaching progress continuously and has the courage to change and hold the ideal of
    lifetime learning. Moreover, the researcher also recommends the teacher education
    institution of mathematics teachers of following: maintain the equilibrium cultivation
    of professional teaching knowledge, cultivate teacher’s ability to self-exam teaching
    knowledge and complete professional field teaching cultivation. Finally, the
    researcher also recommends focus, approach and subject for the future study.

    第一章緒論........................................................................................1 第一節研究動機與目的.............................................................2 第二節名辭釋義與研究限制.....................................................6 第二章文獻探討..............................................................................11 第一節專家教師的探討...........................................................11 第二節教學專業知識之內涵...................................................24 第三節數學教師的教學專業知識內涵...................................41 第三章研究設計與實施..................................................................61 第一節研究方法與步驟...........................................................61 第二節研究架構與策略… … … … … … … … … … … … … … … 69 第三節研究對象.......................................................................74 第四章研究發現..............................................................................81 第一節數學專家教師的教學表現...........................................81 第二節數學專家教師所理解的教學專業知識.....................109 第三節數學專家教師成功的教學創新動因.........................119 第五章結論與建議........................................................................125 第一節結論.............................................................................125 第二節建議.............................................................................130 參考文獻 一、中文部份....................................................................135 二、英文部份....................................................................136 附錄...................................................................................................141

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