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篇名
「幼兒數學教材教法」教學方案對職前學前教師數學教學知識的影響   全文下載 更多文章
並列篇名
The Teaching Plan “Methods and Materials of Teaching Early Childhood Mathematics” and Its Effects on Prejob/Preschool Teachers’ Mathematical Knowledge for Teaching
作者 張麗芬
中文摘要
本研究目的在探討「幼兒數學教材教法」教學方案介入對職前學前教師數學教學知識的影響,教學方案中並加入晤談幼兒的現場經驗。研究者以影片分析方式蒐集37位職前學前教師在教學方案介入之前與之後對教學影片的評論,並將這些評論依數學教學知識的三個向度—學科內容知識、學習者認知的知識、教學方法知識—加以分析後,於學期末蒐集研究對象對整個教學方案的反省短文、對教材的討論與活動評析進行分析。結果發現,教學方案介入對職前學前教師數學教學知識有產生效果,後測時,職前教師在學科內容知識及教學方法知識兩個向度的教學知識層次有進步的比率顯著多於退步比率;而在學習者認知的知識向度,後測教學知識層次有變化的比率差異僅接近顯著水準。其次,職前教師對方案中的晤談幼兒經驗大多抱持正面態度,他們實際體驗幼兒的數學思考,並覺得晤談經驗對未來的學習與教學有幫助。
英文摘要
This study aims to how the teaching plan "Methods and Materials of Teaching Early Childhood Mathematics" has exerted its influence on prejob/preschool teacher's mathematical knowledge for. A task-based interview is also adopted. Thirty-seven prospective early childhood teachers enrolled in a mathematics methods course were required to view video clips of realistic classroom instruction. They then provided two written comments, respectively at the beginning and at the end of the 18-week course program. Teachers' written responses are coded from three perspectives, content knowledge, knowledge of learners' cognition, and pedagogical knowledge; each of them was on a 4-point scale. The prospective teachers' reflections on the whole program, their discussion, and evaluation of mathematics activities were at the end of the program collected for further analysis. The results show that the program had a positive effect. The prospective teachers' content knowledge and pedagogical knowledge were enhanced; their knowledge of learners' cognition, however, was not significantly improved. Secondly, the prospective teachers' reflections show that they appreciated the interview with the kids, which granted them a chance to actually experience young children's mode of mathematical thinking. They believed that the interview would be a great help for their learning and teaching in the future.
起訖頁 001-037
關鍵詞 教學方法知識數學教學知識學科內容知識學習者認知的知識pedagogical knowledgemathematical knowledge for teachingcontent knowledgeknowledge of learners' cognition
刊名 教育研究集刊
期數 201403 (60:1期)
出版單位 國立臺灣師範大學教育學系
DOI 10.3966/102887082014036001001  複製DOI
該期刊-下一篇 參與教師社群教師知識信念、目標設定及教學意志力之研究:以新北市國小為例
 
   
  國立臺灣師範大學教育學系教育研究集刊 Department of Education, National Taiwan Normal University
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