準數學教師學習教學之前的教學觀念及其緣起

Student Teachers' Preconceptions of Mathematics Teaching and the Relationship to their Prior Mathematics Learning in Taiwan

10.6173/CJSE.199809_6(3).0001

金鈐(Chien Chin)；林福來(Fou-Lai Lin)

非形式化知識 ； 社會表徵 ； 社會認同 ； 教學觀念 ； 教學思維 ； Informal Knowledge ； Social Representations ； Social Identity ； Concepts of Teaching ； Pedagogical Thinking

科學教育學刊

6卷3期（1998 / 09 / 01）

219 - 249+251-254

繁體中文;英文

本文透過社會表徵和社會認同詮釋準數學教師在學習教學之初的教學觀念，並探究其教學觀的緣起。本研究採兩階段式的問卷調查及選代表性樣本晤談法，並兼顧定量與定性的詮釋分析。研究對象為臺灣師大二年級學生。調查結果發現多數的大二準數學教師認同的教學觀是單元孤立的，僅有少數具多元的教學觀念。證據顯示，準教師的中小學數學學習經驗可以相當充份的詮釋其學前教學觀的起源。因此，一個由中小學數學學習經驗支撐的教學觀，在準教師學習如何教數學之前就已經形成。瞭解這些學習經驗的內涵和角色，將有助於設計數學師資培育的課程。

This paper investigated student teachers' preconceptions of mathematics teaching and the relationship between these preconceptions and the student teachers' prior learning of mathematics. It was carried out through a two-stage questionnaire survey (N=87). Eight student teacher were selected from the respondents for further interviews. Results indicated that most student teachers in this study identified only one of three socially shared views of mathematics teaching concerning leaning, instruction, and classroom atmosphere. Only a few students held multiple views of mathematics teaching. Data from the present study suggested that student teachers' preconceptions of mathematics teaching were strongly related to and enhance by their former mathematics learning in primary and secondary schools. Understandings of the content and role of these experiences might be useful for mathematics teacher educators in designing relevant educational programs.

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