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題名 知識翻新活動對數學師培生在科技內容教學知識之影響
Effects of knowledge-building on pre-service mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK)作者 陳美伊
Chen, Mei-Yi貢獻者 洪煌堯
Hong, Huang-Yao
陳美伊
Chen, Mei-Yi關鍵詞 科技內容教學知識
師培生
知識翻新
想法中心教學設計
technological pedagogical content knowledge (TPACK)
pre-service teachers
knowledge building
idea-centered instructional design
Knowledge Forum日期 2019 上傳時間 7-八月-2019 16:56:34 (UTC+8) 摘要 本研究之主要目的在探討進行想法中心的知識翻新(knowledge building)活動，能否增進數學師培生的科技內容教學知識(technological pedagogical content knowledge, TPACK)。本研究採個案研究法，對象為修習「數學領域教材教法」課程之13位師培生。課程教學設計係以知識翻新理論為基礎，設計了四階段兩循環的知識翻新活動（包含教案設計、教學演示、回饋與反思等），並輔以知識論壇(Knowledge Forum) 數位平台來支持想法中心的知識翻新活動。整學期之活動歷程係以知識翻新原則來引導師培生進行互動、對話、試教、及反思自身教學實踐以翻新教案想法，並進而協助其增進TPACK融入教學的能力。研究資料來源包含兩次教案設計與教學演示、整學期於知識論壇的互動歷程與內容，以及師培生填寫之TPACK問卷。資料分析主要使用相依樣本無母數檢定分析；教學演示影片則是以行為序列分析法來觀察教學模式，同時也統計各種教學法的使用比例。研究結果顯示：(1)透過知識翻新活動，師培生在教案設計、教學演示與反思回饋等分析結果上皆顯示師培生之TPACK有統計上的顯著進步；(2)在TPACK知能問卷之分析結果亦顯示師培生自認在TPACK能力上有顯著提升；及(3)知識翻新活動也整體提升師培生TPACK融入教學之能力。
This study aims to investigate the effects of knowledge building activities on mathematics pre-service teachers’ technological pedagogical content knowledge (TPACK). Participants were 13 pre-service teachers from a course called Math Teaching Materials and Methods. The course was designed based on knowledge building theory, with a process consisting of four-stage and two-cycle knowledge building activities (including lesson design, micro-teaching practices, teaching feedback, and self-reflection). Pre-service teachers in this study used Knowledge Forum as an online platform to enhance their learning about how to teach via the help of peer feedback. The whole course in the semester was based on the principles of knowledge building, and the pre-service teachers were guided to interact with one another, reflect on their own teaching, and improve their ideas of teaching. As such, the course enhanced their ability to integrate TPACK into teaching. Data sources in this study include pre-and post-teaching plans, video-taped teaching practices, and written notes posted on the Knowledge Forum and the TPACK questionnaire. Regarding analysis, the above data were analyzed using dependent samples nonparametric statistics. In addition, the video-typed teaching practices were analyzed and the proportion of every teaching strategy was computed through behavior sequential analysis. The results of the study are as follows : (1) The TPACK of the pre-service teachers was improved through the designed knowledge building activities, ; their TPACK also improved significantly as reflected in their teaching plans, teaching practices and their reflection and feedback activities; (2) The results of the TPACK Questionnaire also showed that pre-service teachers believed their TPACK ability was greatly improved; and (3) knowledge building activities helped improve the ability of pre-service teachers’ TPACK.參考文獻 王巧鳳(2016)。科技學科教學知識、教師信念和知識創新學習環境相關之研究。 國立政治大學圖書資訊學數位碩士在職專班，未出版。史美瑤(2012)。21世紀的教學:以「學生學習為中心」的教師發展。評鑑雙月刊，36,41-43。余亮（2009）。利用信息技術有效推進基礎教育課程改革：Knowledge Forum案例的啟示。現代遠距離教育，125，33-36。李婉玲(2005)。教師發展：理論與實踐。臺北市：五南。花儷月(2014)。知識翻新課程對師培生教學反思與教學實務知識探究之影響。國立政治大學教育學系碩士論文，未出版。邱憶惠，高忠增(2003)。教師知識之個案研究。台中教育學報，17(2)，91-112。孫敏芝(2006)。實習教師學科教學知識之探討：教學設計與教學實務。教育研究與發展期刊，2(2)，67-92。教育部(2003)。創造力教育白皮書。民國103年12月10日，取自http://www.edu.tw/userfiles/url/20120920154709/92.03%E5%89%B5%E9%80%A0%E5%8A%9B%E6%95%99%E8%82%B2%E7%99%BD%E7%9A%AE% E6%9B%B8.pdf教育部(2005)。師資培育素質提升方案。台北。教育部(2006)。中小學資訊教育白皮書。民國103年12月10日，取自http://www.edu.tw/userfiles/url/20120920154137/97.08%E6%95%99%E8%82%B2%E9%83%A8%E4%B8%AD%E5%B0%8F%E5%AD%B8%E8%B3%87%E8%A8%8A%E6%95%99%E8%82%B2%E7%99%BD%E7%9A%AE%E6%9B %B8.pdf教育部(2008)。教育部中小學資訊教育白皮書。台北：教育部。教育部(2012)。中華民國師資培育白皮書-發揚師道、百年樹人。臺北市：教育部。教育部(2013)。教育部人才培育白皮書。民國103年12月10日，取自 http://www.edu.tw/userfiles/url/20131209094223/%E6%95%99%E8%82%B2%E9%83%A8%E4%BA%BA%E6%89%8D%E5%9F%B9%E8%82%B2%E7%9 9%BD%E7%9A%AE%E6%9B%B81.pdf單小琳(2000)。教師成長檔與專業發展。學校行政雙月刊，9，46-57。曾崇賢、段曉林、靳知勤(2011)。探究教學的專業成長歷程-以十位國中科學 教師的觀點為例。科學教育學刊，19(2)，143-168。楊巧玲(2006)。不一樣的教學原理-從自我認識到社會參與。臺北市，心理。楊深坑(1999)。知識形式與比較教育。臺北市：揚智文化。駱怡君、許健將(2010)。反省性思考在教師班級經營上之運用。教育科學期刊，9(1)，71-86。簡紅珠(2002)。教師知識的不同詮釋與研究方法。課程與教學季刊，5(3)，1-16。[English]Angeli, C., & Valanides, N. 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國立政治大學
教育學系
106152010資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106152010 資料類型 thesis dc.contributor.advisor 洪煌堯 zh_TW dc.contributor.advisor Hong, Huang-Yao en_US dc.contributor.author (作者) 陳美伊 zh_TW dc.contributor.author (作者) Chen, Mei-Yi en_US dc.creator (作者) 陳美伊 zh_TW dc.creator (作者) Chen, Mei-Yi en_US dc.date (日期) 2019 en_US dc.date.accessioned 7-八月-2019 16:56:34 (UTC+8) - dc.date.available 7-八月-2019 16:56:34 (UTC+8) - dc.date.issued (上傳時間) 7-八月-2019 16:56:34 (UTC+8) - dc.identifier (其他 識別碼) G0106152010 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/124980 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 106152010 zh_TW dc.description.abstract (摘要) 本研究之主要目的在探討進行想法中心的知識翻新(knowledge building)活動，能否增進數學師培生的科技內容教學知識(technological pedagogical content knowledge, TPACK)。本研究採個案研究法，對象為修習「數學領域教材教法」課程之13位師培生。課程教學設計係以知識翻新理論為基礎，設計了四階段兩循環的知識翻新活動（包含教案設計、教學演示、回饋與反思等），並輔以知識論壇(Knowledge Forum) 數位平台來支持想法中心的知識翻新活動。整學期之活動歷程係以知識翻新原則來引導師培生進行互動、對話、試教、及反思自身教學實踐以翻新教案想法，並進而協助其增進TPACK融入教學的能力。研究資料來源包含兩次教案設計與教學演示、整學期於知識論壇的互動歷程與內容，以及師培生填寫之TPACK問卷。資料分析主要使用相依樣本無母數檢定分析；教學演示影片則是以行為序列分析法來觀察教學模式，同時也統計各種教學法的使用比例。研究結果顯示：(1)透過知識翻新活動，師培生在教案設計、教學演示與反思回饋等分析結果上皆顯示師培生之TPACK有統計上的顯著進步；(2)在TPACK知能問卷之分析結果亦顯示師培生自認在TPACK能力上有顯著提升；及(3)知識翻新活動也整體提升師培生TPACK融入教學之能力。 zh_TW dc.description.abstract (摘要) This study aims to investigate the effects of knowledge building activities on mathematics pre-service teachers’ technological pedagogical content knowledge (TPACK). Participants were 13 pre-service teachers from a course called Math Teaching Materials and Methods. The course was designed based on knowledge building theory, with a process consisting of four-stage and two-cycle knowledge building activities (including lesson design, micro-teaching practices, teaching feedback, and self-reflection). Pre-service teachers in this study used Knowledge Forum as an online platform to enhance their learning about how to teach via the help of peer feedback. The whole course in the semester was based on the principles of knowledge building, and the pre-service teachers were guided to interact with one another, reflect on their own teaching, and improve their ideas of teaching. As such, the course enhanced their ability to integrate TPACK into teaching. Data sources in this study include pre-and post-teaching plans, video-taped teaching practices, and written notes posted on the Knowledge Forum and the TPACK questionnaire. Regarding analysis, the above data were analyzed using dependent samples nonparametric statistics. In addition, the video-typed teaching practices were analyzed and the proportion of every teaching strategy was computed through behavior sequential analysis. The results of the study are as follows : (1) The TPACK of the pre-service teachers was improved through the designed knowledge building activities, ; their TPACK also improved significantly as reflected in their teaching plans, teaching practices and their reflection and feedback activities; (2) The results of the TPACK Questionnaire also showed that pre-service teachers believed their TPACK ability was greatly improved; and (3) knowledge building activities helped improve the ability of pre-service teachers’ TPACK. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究景與動機 1第二節 研究目的與待答問題 6第三節 重要名詞釋義 7第四節 研究範圍與限制 8第二章 文獻探討 11第一節 科技內容教學知識(TPACK) 11第二節 知識翻新 17第三節 知識翻新與TPACK結合之相關研究 23第三章 研究方法 28第一節 研究設計與架構 28第二節 研究對象 29第三節 教學設計與實施 30第四節 研究流程 45第五節 資料蒐集與分析 47第四章 研究結果 61第一節 師培生學習結果的改變情形 61第二節 師培生學習歷程的改變情形 68第五章 結論與建議 87第一節 結論 87第二節 建議 92參考文獻 95 zh_TW dc.format.extent 4067045 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106152010 en_US dc.subject (關鍵詞) 科技內容教學知識 zh_TW dc.subject (關鍵詞) 師培生 zh_TW dc.subject (關鍵詞) 知識翻新 zh_TW dc.subject (關鍵詞) 想法中心教學設計 zh_TW dc.subject (關鍵詞) technological pedagogical content knowledge (TPACK) en_US dc.subject (關鍵詞) pre-service teachers en_US dc.subject (關鍵詞) knowledge building en_US dc.subject (關鍵詞) idea-centered instructional design en_US dc.subject (關鍵詞) Knowledge Forum en_US dc.title (題名) 知識翻新活動對數學師培生在科技內容教學知識之影響 zh_TW dc.title (題名) Effects of knowledge-building on pre-service mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK) en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 王巧鳳(2016)。科技學科教學知識、教師信念和知識創新學習環境相關之研究。 國立政治大學圖書資訊學數位碩士在職專班，未出版。史美瑤(2012)。21世紀的教學:以「學生學習為中心」的教師發展。評鑑雙月刊，36,41-43。余亮（2009）。利用信息技術有效推進基礎教育課程改革：Knowledge Forum案例的啟示。現代遠距離教育，125，33-36。李婉玲(2005)。教師發展：理論與實踐。臺北市：五南。花儷月(2014)。知識翻新課程對師培生教學反思與教學實務知識探究之影響。國立政治大學教育學系碩士論文，未出版。邱憶惠，高忠增(2003)。教師知識之個案研究。台中教育學報，17(2)，91-112。孫敏芝(2006)。實習教師學科教學知識之探討：教學設計與教學實務。教育研究與發展期刊，2(2)，67-92。教育部(2003)。創造力教育白皮書。民國103年12月10日，取自http://www.edu.tw/userfiles/url/20120920154709/92.03%E5%89%B5%E9%80%A0%E5%8A%9B%E6%95%99%E8%82%B2%E7%99%BD%E7%9A%AE% E6%9B%B8.pdf教育部(2005)。師資培育素質提升方案。台北。教育部(2006)。中小學資訊教育白皮書。民國103年12月10日，取自http://www.edu.tw/userfiles/url/20120920154137/97.08%E6%95%99%E8%82%B2%E9%83%A8%E4%B8%AD%E5%B0%8F%E5%AD%B8%E8%B3%87%E8%A8%8A%E6%95%99%E8%82%B2%E7%99%BD%E7%9A%AE%E6%9B %B8.pdf教育部(2008)。教育部中小學資訊教育白皮書。台北：教育部。教育部(2012)。中華民國師資培育白皮書-發揚師道、百年樹人。臺北市：教育部。教育部(2013)。教育部人才培育白皮書。民國103年12月10日，取自 http://www.edu.tw/userfiles/url/20131209094223/%E6%95%99%E8%82%B2%E9%83%A8%E4%BA%BA%E6%89%8D%E5%9F%B9%E8%82%B2%E7%9 9%BD%E7%9A%AE%E6%9B%B81.pdf單小琳(2000)。教師成長檔與專業發展。學校行政雙月刊，9，46-57。曾崇賢、段曉林、靳知勤(2011)。探究教學的專業成長歷程-以十位國中科學 教師的觀點為例。科學教育學刊，19(2)，143-168。楊巧玲(2006)。不一樣的教學原理-從自我認識到社會參與。臺北市，心理。楊深坑(1999)。知識形式與比較教育。臺北市：揚智文化。駱怡君、許健將(2010)。反省性思考在教師班級經營上之運用。教育科學期刊，9(1)，71-86。簡紅珠(2002)。教師知識的不同詮釋與研究方法。課程與教學季刊，5(3)，1-16。[English]Angeli, C., & Valanides, N. 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