探討教師在數學自主學習教學歷程中知識、信念與教學實務特徵之轉變－一位技術型高中教師的個案研究

• Published in: Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan Vol. 17; no. 3; pp. 001 - 040
• Main Authors: 洪德義(De-Yi Hong), 楊世裕(Shih-Yu Yang), 鄭章華(Chang-Hua Chen)
• Format: Journal Article
• Language: Chinese
• Published: 台灣 彰化師範大學 01.12.2024; 國立彰化師範大學
• Subjects: 12-year Basic Education; Mathematical Instruction; Self-regulated Learning; Self-regulated Teaching; Teachers’ Belief; Teachers’ Knowledge; 十二年國教; 教師信念; 教師知識; 數學教學; 自主學習; 自主學習教學; 12-year Basic Education; Self-regulated Teaching; 十二年國教; 自主學習; 自主學習教學; 教師知識; Teachers' Belief; 教師信念; 數學教學; Teachers' Knowledge; Self-regulated Learning; Mathematical Instruction; Teachers’ Knowledge; Teachers’ Belief
• ISSN: 2071-3649
• DOI: 10.53106/207136492024121703001

近年來，各國課程改革關注學生自主學習，十二年國教總綱亦在各教育階段強調培養學生成為終身學習者。許多研究皆指出教師在課堂中教導並引導學生自主學習，能提升學習動機與學業成就。雖然自主學習受到重視，但對教師的自主學習知識、信念、和教學實務的關注與研究仍不足。本研究以一位有志於提升自主學習教學相關知能的技術型高中數學教師為個案研究對象，探究其自主學習知識和信念改變的歷程。同時也參考Chen與Lin（2023）所發展的數學自主學習教學評估工具，分析教師於數學課堂中涉及自主學習之發話。研究發現教師的自主學習知識有所提升，部分來自文獻閱讀，部分來自實務反思；教學知識轉變基於學科教學知識內容的積累和學生困難的分析發現。其次，教師的自我效能信念和教學信念產生轉變，主要來自於課程實施，使教師更清楚如何將理論轉化為教學策略，對自主學習教學越來越有把握。再者，教師提高認知和後設認知策略的教導比重，然在動機面向仍有提升的空間。最後，本研究提出關於自主學習推動、教學實踐、教師專業發展的建議，以促進教師引導學生自主學習，提升學生的數學學習成果
Student self-regulated learning (SRL) has been the focus of curriculum reforms in various countries in recent years. The general guidelines of national twelve-year school education programs also often emphasize the cultivation of lifelong learning at all educational stages. Numerous studies have noted that the promotion of SRL by teachers through instruction and guidance can enhance students' motivation and academic achievement. Despite its growing prominence and popularity, there is still a lack of research on teachers' knowledge, beliefs, and practices