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https://ah.lib.nccu.edu.tw/handle/140.119/99901
題名: | 認知師徒制對一位中學數學實習學生教學實務知識與信念的改變 | 其他題名: | Pre-service Mathematics Teacher`s Change about Teaching Practice and Belief through Cognitive Apprenticeship | 作者: | 李浩然;陳彥廷;柳賢 | 關鍵詞: | 反思;信念;教學實務知識;提問 reflection;belief;teaching practical knowledge;questioning |
日期: | Mar-2013 | 上傳時間: | 9-Aug-2016 | 摘要: | 本研究旨在運用認知師徒制的實習輔導策略,探討一位中學數學實習學生在輔導教師以提問促進反思的過程中,教學實務知識與信念的轉變,進而說明教學實務知識與信念間的相互影響。蒐集的資料包括實習學生設計的教案、試教影帶、教學心得與反思札記、提問促進反思的對話語料及輔導教師的教學觀察與提問札記。研究結果發現:研究初期,個案學生所呈現的信念為傳統導向。透過輔導教師的提問與其自身反思後,他逐步精緻對學生知識理解特性、學生學習困難、教室管理技巧與教學策略的教學實務知識,進而抱持建構主義導向的信念。本研究最後呈現實習學生教學實務知識與信念間相互影響的過程,並針對如何促進實習學生專業成長及未來研究提出建議。 The purpose of this study was to explore an junior high school pre-service mathematics teacher`s change about teaching practice and belief after a mentor teacher`s questioning and his reflection. The teaching plans designed by pre-service, the teaching videos, the notebook of observation written by the mentor teacher, the reflective notebook written by pre-service teacher, the interviewed records were collected. The findings of the research indicate that the pre-service teacher had "traditional" beliefs at the beginning. He had "constructivist" beliefs after attending this program with questioning-reflection. |
關聯: | 教育與心理研究, 36(1),29-61 Journal of Education & Psychology |
資料類型: | article | DOI: | http://dx.doi.org/10.3966/102498852013033601002 |
Appears in Collections: | 期刊論文 |
Files in This Item:
File | Description | Size | Format | |
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36(1)-29-61.pdf | 11.51 MB | Adobe PDF2 | View/Open |
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