dc.contributor.advisor | 洪煌堯 | zh_TW |
dc.contributor.advisor | Hong, Huang Yao | en_US |
dc.contributor.author (Authors) | 張喻涵 | zh_TW |
dc.contributor.author (Authors) | Chang, Yh Han | en_US |
dc.creator (作者) | 張喻涵 | zh_TW |
dc.creator (作者) | Chang, Yh Han | en_US |
dc.date (日期) | 2009 | en_US |
dc.date.accessioned | 9-Dec-2010 09:25:18 (UTC+8) | - |
dc.date.available | 9-Dec-2010 09:25:18 (UTC+8) | - |
dc.date.issued (上傳時間) | 9-Dec-2010 09:25:18 (UTC+8) | - |
dc.identifier (Other Identifiers) | G0097152010 | en_US |
dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/49786 | - |
dc.description (描述) | 碩士 | zh_TW |
dc.description (描述) | 國立政治大學 | zh_TW |
dc.description (描述) | 教育研究所 | zh_TW |
dc.description (描述) | 97152010 | zh_TW |
dc.description (描述) | 98 | zh_TW |
dc.description.abstract (摘要) | 數學能力向來被視為解決問題能力的重要基礎。隨著知識經濟時代的來臨,數學愈加受到重視,數學教師的教學效能亦面臨新的挑戰。為了協助師培生發展更具創意與多元的教學方式,本研究在中學數學科教材教法之課堂中,提供學生以知識翻新(knowledge-building)(Scardamalia, 2002) 教育理念為核心的課程設計,並使用知識論壇(Knowledge Forum™)數位學習平台作為本課程的線上輔助學習環境。研究主要目的在利用教室中與論壇上的知識翻新活動以提昇師培生對數學相關信念之反思與瞭解。研究對象為9位師培生。本研究透過混合研究設計以蒐集資料,資料來源包括:(1)整學期師培生在「知識論壇」平台上之討論與貼文;(2)期初與期末的數學信念開放式問卷;與(3)師培生的試教。資料分析方式如下:(1)平台上的貼文主要使用知識論壇分析工具(Analytic Toolkit for Forum)探討師培生在平台上的互動與知識翻新歷程;(2)數學信念開放式問卷主要以兩種觀點進行內容分析並交叉檢證;與(3)試教過程(錄影檔)以開放式問卷所產生之編碼進行影片內容的分析。研究結果發現:(1)以知識翻新理論為原則之課程設計有助於師培生發展更建構取向之數學信念;(2)使用知識論壇平台有助於師培生分享知識與自我反思;(3)數學信念與教學實踐呈現相互影響的關係;以及(4)透過知識翻新的課程設計,師培生逐漸理解多元與彈性的教學對學生學習的重要性。本研究根據研究結果提出以下幾點建議以供未來師培教育之參考:(1)數學師資培育必須將專業學術知識的學習與成熟信念的養成作更密切的銜接;(2)師培機構進行課程設計時,應提供更多元開放的教學方式來幫助師培生學習;(3)師培教育應鼓勵師培生發展更能適應未來學生學習之教學方法。 | zh_TW |
dc.description.abstract (摘要) | The purpose of this study was to investigate the impact of knowledge building pedagogy and technology on preservice teachers’ views on the nature of, and teaching practices in, mathematics. Participants were nine preservice teachers who took a university course titled “High-School Mathematics Teaching.” A software program called Knowledge Forum was employed to enable an online knowledge building environment for preservice teachers to explore, reflect, and discuss about the nature of, and teaching practices in, mathematics. Data mainly came from three sources: (1) preservice teachers’ online posting and discussion recorded in a KF database, (2) a survey about mathematical beliefs with eight open-ended questions, and (3) preservice teachers’ teaching practice videos. To analyze, (1) online discussion records automatically recorded in Knowledge Forum were analyzed using descriptive statistics; (2) open-ended survey questions were content-analyzed following an open-coding procedure; and (3) two cases of preservice teachers’ teaching practice were further explored by employing video analysis techniques. The main findings were as follows: (1) engaging in knowledge building was found to help preservice teachers develop more constructivist-oriented mathematics beliefs; (2) use of Knowledge Forum was helpful for preservice teachers in sharing their knowledge and reflecting on their teaching; (3) mathematics beliefs and teaching practice could mutually influence each other; (4) after engaging in knowledge building for a whole semester, preservice teachers were able to realize the importance of capitalizing on more diversified ways of teaching to enhance student learning. Building on the results, this study made the following three suggestions: (1) teacher education program should pay more attention to integrating the learning of pedagogical content knowledge into the development of more mature mathematical beliefs among preservice teachers; (2) teacher education program should encourage more diversified and flexible ways of teaching practice when designing its courses; and (3) teacher education program should encourage preservice teachers to develop more adaptive teaching practices to help students learn in the future. | en_US |
dc.description.tableofcontents | 摘要 iAbstract ii圖表目錄 ………………………………………………………………………… vV表圖目錄 ……………………………………………………………………… viVI第一章 緒論 1第一節 研究動機與研究目的 1第二節 研究問題 5第三節 重要名詞釋義 6第四節 研究範圍與限制 8第二章 文獻探討 9第一節 數學信念與教學的關係 10第二節 數學信念與數學師資培育 14第三節 電腦輔助協作學習 25第四節 知識翻新理論與知識論壇 31第三章 研究方法 42第一節 研究設計 42第二節 線上知識論壇學習環境 45第三節 實施程序 48第四節 資料蒐集與資料分析 50第四章 研究結果與討論 61第一節 探討師培生在知識論壇平台上之活動情形 61 第二節探討師培生在「知識翻新」課程後,數學相關信念之轉變情形………………………………………………………………………66第二節 探討師培生在「知識翻新」課程後,數學本質信念、教學本質信念與教學實踐信念之轉變情形 66第三節 探討師培生在「知識翻新」課程中教學實踐如何的轉變(以兩個個案為例) 7171第五章 結論與建議 76第一節 結論 76第二節 建議 79參考書目 83 | zh_TW |
dc.format.extent | 935904 bytes | - |
dc.format.mimetype | application/pdf | - |
dc.language.iso | en_US | - |
dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0097152010 | en_US |
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) | 電腦支援協作學習 | zh_TW |
dc.subject (關鍵詞) | 數學信念 | zh_TW |
dc.subject (關鍵詞) | preservice teachers | en_US |
dc.subject (關鍵詞) | knowledge building | en_US |
dc.subject (關鍵詞) | CSCL | en_US |
dc.subject (關鍵詞) | mathematical beliefs | en_US |
dc.title (題名) | 電腦支援合作學習與知識翻新對師培生數學信念與數學教學實踐之影響 | zh_TW |
dc.title (題名) | Effects of computer-supported collaborative learning and knowledge building on preservice teachers’ mathematical beliefs and teaching practice | en_US |
dc.type (資料類型) | thesis | en |
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