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篇名
芬蘭教師的數學探究教學模式設計:以「縮圖與比例尺」為例   全文下載 更多文章
並列篇名
Mathematical Inquiry Teaching Model Design for a Primary School Teacher in Finland: Using “Thumbnail Figure and Scale” As an Example
作者 陳玟樺
中文摘要
數學探究教學在數學課堂一向具有重要性。本研究以一位芬蘭公立中小學教師為例,觀察和訪談其所發展的數學探究教學模式設計理念和其內涵。研究發現:一、數學探究教學模式設計理念主要在促進自主學習和深度理解;二、數學探究教學模式和其內涵涉有跨領域學習成分與「學習如何學習」探索,數學探究教學意涵較以往有所擴充。本研究最後針對數學探究教學模式提出建議,以供臺灣本土數學教育工作者參考。
英文摘要
Mathematical inquiry teaching has always been important in the mathematics classroom. This study uses a Finnish primary school teacher to observe and interview his philosophy and model design for the teaching of mathematical inquiry. Two key findings emerged from this study. First, the case teacher’s philosophy of the mathematical inquiry teaching design is to promote self-directed learning and deeper understanding. Second, the mathematical inquiry teaching model involves cross-domain learning and an exploration of “learning how to learn,” broadening the meaning of mathematical inquiry teaching. This study also provides several suggestions for Taiwan educators on the design of mathematical inquiry teaching.
起訖頁 069-097
關鍵詞 芬蘭教育數學探究教學縮圖與比例尺Finland educationmathematical inquiry teachingThumbnail Figure and Scale
刊名 課程研究
期數 202009 (15:2期)
出版單位 高等教育出版公司
DOI 10.3966/181653382020091502004  複製DOI
該期刊-上一篇 教導高中生「歷史思考」學習的重要性及可行性探討
該期刊-下一篇 「深度學習」教學改進的探索:以小學數學學科為例
 

  

   
 
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