研究生: |
唐書志 Tang, Shu-Juh |
---|---|
論文名稱: |
中學數學實習教師教學表現預判之信念結構 |
指導教授: |
謝豐瑞
Hsieh, Feng-Jui |
學位類別: |
博士 Doctor |
系所名稱: |
數學系 Department of Mathematics |
論文出版年: | 2009 |
畢業學年度: | 97 |
語文別: | 中文 |
論文頁數: | 351 |
中文關鍵詞: | 實習教師 、教師信念 、教學信念 、信念系統與信念結構 、教學表現預判(EOP) 、教學信念叢集 |
英文關鍵詞: | The Intern Teacher, Teacher Beliefs, Teaching Beliefs, Beliefs System and Beliefs Structure, Expectation or Evaluation of Performance, Teaching-Belief Clusters |
論文種類: | 學術論文 |
相關次數: | 點閱:321 下載:40 |
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在本研究中,教學活動與教學內涵都是教師的一種教學表現。本研究即是探討中學數學科實習教師(以下簡稱為「實習教師」)對他們實際從事教學時可能實施各類教學活動或選用各類教學內涵之頻率(統稱為「教學表現頻率」)的看法,以及其數學教學相關信念與教學表現頻率之間的關連。更具體地說,本研究的目的有四,分別是:(1)探討實習教師對其數學教學的教學表現預判(expectation or evaluation of performance,EOP)與教學信念叢集(teaching-belief clusters,TBC);(2)建立研究中所浮現各個TBC間的結構;(3)釐清實習教師EOP之數學教學表現和TBC的關連;(4)嘗試發展能夠解釋實習教師EOP之某些數學教學表現的信念結構模型。
實習教師對自己數學教學的「教學表現預判(EOP)」,指的是他們「對自己實際從事數學教學時可能之表現的評判及預期」;而「教學信念叢集(TBC)」的概念則源自T. F. Green在1971年的著作。本研究的有效樣本數為123,是採取隨機抽樣方式,從全台十九所中學師資培育機構參加96學年度第一學期教育實習的中學數學實習教師中抽出而得。藉由問卷調查法、相關分析法、因素分析法、逐步迴歸分析法與結構方程模式分析法(SEM),研究中發現的主要結果分成以下五方面:
一、實習教師對自己數學教學活動之EOP受到五項因素共同影響,對自己數學教學內涵的EOP則受四項因素共同影響,這些EOP呈現出教學活動方面偏向傳統,教學內涵方面重視數學概念結構的特徵。另一項特色則是實習教師預判自己會常常培養學生數學能力、數學價值與正向情意。整體而言,實習教師的EOP是保守中重視培養能力情意的穩健格局。
二、實習教師的各類數學教學相關信念,包括數學學習信念、數學信念、環境制度信念,也分別受到若干因素共同影響,並且可以利用相關係數各自畫出關連性的強弱結構,區分出幾個明顯的TBC。
三、可以利用統計方法,包括計算相關係數、進行因素分析、建立結構方程模式等等,建立能恰當描述實習教師數學教學相關信念的TBC。透過這種統計方法得到的TBC,具有下列意義與特徵:
1.扮演了簡化資料與精鍊信念結構訊息的重要角色,具可操作性。
2.這些TBC,不只是一群指標信念的單純集合,而應被視為在心理上經過「運算(或運思)」的結果。
3.更進一步說,TBC還是心理運算的動態「過程」。其浮現必須是將指標信念抽象化,從中萃取共同因素,而萃取因素的主要來源,為原本指標信念裡的「對象」和「屬性」。
4.TBC傾向於和整個信念系統有關。當整個系統出現信念的異動,TBC就有可能在內涵與測度上有所變動,甚至在瓦解之後重新「另起爐灶」,另外聚合。
四、可以利用統計方法,分別建立實習教師傳統教法層面、多元教法層面,以及教學媒體層面教學活動實施度的信念結構模型。即使是單一數學教學表現的信念結構,也牽涉到許多信念的複雜關連。
五、前述三個信念結構模型中,都存在一個匯聚多項其他教學層面重要性的信念叢集,本研究稱為「教學重要性聚集(TIC)」。各個模型中的TIC可以承接許多不同類別信念之影響,轉而影響該項教學層面的重要性信念,進而影響該項教學層面之實施度與EOP。TIC的成分包含有實習教師認為下列教學內涵對於數學教學有多重要的信心:(1)培養解題、表徵、溝通、推理證明、數學內部連結等數學能力。(2)培養學生對數學的正向情意態度,像是喜歡數學或喜歡學習數學,或者覺得數學有價值、是自己能力所及的。
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