運用同儕教練促進幼教師對數概念教學之專業成長－以主題教學為進路

Using Peer Coaching to Promote Early Childhood Teachers' Professional Development on Teaching Number Concepts - An Approach of Thematic Teaching

10.6278/tjme.201804_5(1).002

吳樎椒(Su-Chiao Wu)；張宇樑(Yu-Liang Chang)

主題教學 ； 幼兒 ； 幼教師專業發展 ； 同儕教練 ； 數概念 ； thematic teaching ； early childhood ； kindergarten teachers' professional development ； peer coaching ； number concept

臺灣數學教育期刊

5卷1期（2018 / 04 / 01）

65 - 96

繁體中文

主題教學中的數學學習是為了解決生活中的問題，而不是像傳統數學課強調一堂堂已被事先規劃好且獨立的活動，更不是將許多數學概念組合成一系列的主題活動。數概念是數學學習之重要基礎，但臺灣近十年來針對幼兒數概念的研究卻非常少。基於教師是課程成功的重要因素，但對在職與職前幼教師而言「數學領域」是教師們不熟悉且害怕的概念。因此，本研究旨在發展促進幼教師數概念教學的專業成長計畫，並在專業成長歷程中解析南部一所公立大學附設幼兒園之八位個案幼教師的專業發展情形。本研究以「同儕教練」教師專業成長之模式對個案幼教師進行「促進幼兒數概念發展之探究式教學活動的專業成長活動」；同時採質化之個案研究法，進行為期一年之兼具描述性與解釋性的個案研究，且採單一個案整體設計來進行資料之蒐集與分析工作。在本文中，研究結果先簡述具有六個動態修正階段的專業成長模式，再針對幼教師的專業發展情形，以「驚覺、醒悟、學習、審視、及成長」五個階段來描述與解釋其專業發展歷程。最後，根據研究結果與討論提出具體建議。

Mathematic learning in thematic teaching focuses on solving practical life problems in young children's life, which is neither similar to traditional subject-matter activities, nor implies combining various mathematical concepts to develop serious thematic activities. In fact, thematic teaching is appropriate for young children’s mathematic learning. Learning number concepts is the foundation of learning mathematics; however, very little academic research has been conducted in this field in the past decade in Taiwan. Therefore, the main objectives of this study were to establish a professional development program for promoting kindergarten teachers' teaching of number concepts and explore targeted eight teachers' professional development processes in an affiliated kindergarten of a public university in southern Taiwan. A “peer coaching” model was applied to design and implement the designated teacher professional development program, which aimed to advance teachers’ capabilities of using inquiry-based instructional activities for promoting the development of young children’s number concepts. A qualitative case study approach was employed in this one-year study. Data were collected and analyzed based on a single-case, holistic design for descriptive and explanatory purposes. In this study, a teacher professional development model with six dynamic-revision stages was briefly introduced. Further, targeted kindergarten teachers' professional development processes were characterized into five gradations: awareness, awakening, learning, examining, and progressing. Finally, concrete recommendations were proposed based on the findings and discussions for future improvements.

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