國小數學教師科技學科教學知識的展延與再思－以互動式電子白板融入教學為例

A Study for the Extension and Reflection of an Elementary School Mathematics Teacher's TPACK: An Example of Instruction Integrated by the Interactive Whiteboard

王玉蘭(Yu-Lan Wang)

科技學科教學知（TPACK） ； 互動式電子白板 ； 教師專業發展 ； TPACK ； Interactive Whiteboard ； Teacher professional development

教學科技與媒體

101期（2012 / 09 / 01）

40 - 64

繁體中文

本研究旨在探討國小教師使用互動式電子白板實施數學教學，以及對其科技學科教學知識產生的影響。本研究透過行動研究的方式，實施互動式電子白板於29 名國小四年級學生的數學教學中，歷經為期十個月的研究歷程，蒐集的資料包含同儕對話、教學省思札記與學生數學日記等，獲致以下的研究結果：（一）數學教師的科技學科教學知識（TPACK）並非純粹單一的樣貌，而是透過科技學科知識（TCK）與科技教學知識（TPK）相互牽引，並藉由互動式電子白板的導入，衝擊教師科技學科教學知識（TPACK）並獲致成長。（二）國小數學教師透過不斷的學習與探究，使自我的科技學科知識持續的發展與進步，並藉由自同儕對話與自我省思來促進個人的自我實現，提升教學品質。行動導向的教師專業發展，不僅是行為、概念的成長，更有助於形成問題解決智慧。根據上述結論，本研究據以提出有關教學實施與後續研究的相關建議。

The purpose of this study is to examine the effects of using the Interactive Whiteboard into math instruction and the impacts of extending and reflecting the teacher's TPACK.This study is conducted via action research viewpoint. The researcher uses the Interactive Whiteboard into math instruction for 29 fourth graders in an elementary school. This study is carried out over 10 months and data was gathered via various methods like peer teachers' dialogues, teacher self-reflection notes, etc.According to the data analysis and discussion, the results were synthesized as follows:1. The TPACK of the elementary school Mathematics teacher is not pure and single, however, it has influenced by TPK and TCK. By integrating Interactive Whiteboard, The TPACK of the elementary school Mathematics teacher has been enlarged.2. By constant learning and inquiring, The TPACK of the elementary school Mathematics teacher has been made great progress. Peer dialogues and self reflection teacher self-realization and promote teach quality. Action-based Teacher professional development is not only the growth of behavior and concepts, but also helps to from the praxis to slove problem.Research-related Suggestions are proposed as follows.

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