國小教師在數學學習領域課程銜接的合作行動研究

• Main Authors: YANG,WEN-TA, 楊文達
• Other Authors: 鍾靜
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/14796500853345693635

碩士 === 國立台北師範學院 === 課程與教學研究所 === 93 === Abstract In the academic year of 2005, the Ministry of Education is going to execute “Grade 1-9 Curriculum Guidelines of Mathematics Learning Field,” declared in 2003. However, it’s obvious to see that the mathematics competences of all elementary school students are presently lower than that are expected in the new curriculum guidelines. This circumstance thus became a serious problem when it came to curriculum continuity in mathematics learning field. In this cooperative action research, I worked along with two other teachers through techniques such as qualitative discussion, observation, interview, information collecting, and execution of new continuative curriculum in my class. We tried to investigate the four following questions: 1. How does the action research team develop the continuative curriculum of Mathematics Learning Field? What is the plan and how is the process? 2. As elementary school teachers, how could we execute this continuative curriculum effectively? 3. During the execution process, what are the difficulties and problems we are likely to encounter? How could we deal with them? 4. How would this project benefit both the teachers and the students? What experience do they gain from this? We came to four conclusions at the end of this research. Based on the four, we develop another four suggestions for sake of continuative curriculum in the future. The four conclusions are as the follows. 1. The processes of developing the continuative curriculum of Mathematics Learning Field include:（1）Clarify curriculum stand, as to reach to consensus; enrich understandings toward both the old and the new mathematics curriculums; expend and include more factors concerning the continuative curriculum of Mathematics Learning Field. （2）Confirm the content of the plan, as to take into consideration the indispensable factors and analyze those influential to the plan. （3） Introspect modified directions of the past, as to be conscious of how the problems regarding the plan, the teachers, high and low achievers influence the effectiveness of the continuative curriculum of Mathematics Learning Field.（4）Design and execute continuative curriculum plans under classroom circumstances. Next, the plans of developing the continuative curriculum of Mathematics Learning Field include:（1）Make full use of the textbooks, integrate and cooperate learning units with the curriculum.（2）Design and confirm the Competence Indicators or Benchmarks that are waiting to be added on, based on students’ previous learning experiences.（3）Adopt infusion curriculum design .（4） Coordinate with the content of the textbooks and give reinforced materials in accordance. （5）Plan three experiential learning activities in proper sequence. 2. The enforcement of the continuative curriculum of Mathematics Learning Field include: （1）Control the objectives of the curriculum guidelines, be aware of the aspects of textbook modification, and investigate the Competence Indicators or Benchmarks of the junior high school curriculum as to plan the continuative curriculum. （2）Analyze the position of the textbooks, properly overlap teaching materials and plan extended activities, handle the complicated problem of changing different versions of the textbooks, modify the content of the teaching materials as to enhance students’ mathematics ability. （3）View students as the center of teaching and make use of creativity and multiple- stimulus when it comes to developing the continuative curriculum. （4）Have full control over the connection between the concepts of the units, develop individualized teaching, and plan three experiential learning activities in proper sequence as to enrich students’learning experiences and understanding of the future learning.（5）Execute dynamic and multiple assessments in response to the teaching, elevate the effectiveness of the continuative curriculum, and stand out the diversity of assessments in both the junior high schools and elementary schools. 3. Problems we are facing are: incapability of knowing the textbook content of the second semester of the sixth grades, incomplete textbooks make it difficult for continuative curriculum planning, delayed course and the neglect of high-achievers due to concerns for the low-achievers, lack of cooperation from the parents, and lack of communication between junior high schools and elementary schools. Strategies and solutions are: building up cooperative system among teachers to offer useful information regarding individualized teaching material, meeting the parents and encouraging them to build up partnership, actively requesting for administrative support, and contacting junior high schools for building up a communicative channel for the continuative curriculum. 4. Experiences of teachers and students gained after this research are: teachers’ educational view has changed from “technique-based and rational-oriented” to “interaction-based and realistic-oriented” and then to “liberation-based and critical-oriented,” relationship among teachers changed for the better, teachers generated new perceptions to cooperative action research, students’ interest and confidence for mathematics increased while fear for junior high school mathematics learning decreased, and relationships between students and their parents improved. The four suggestions for future curriculum planning are: 1.Postively face the issue of mathematics’ curriculum continuity. Build up connecting systems regarding curriculum design and teaching methods between junior high schools and elementary schools. 2. Establish cooperative relationship among elementary schools and junior high schools within the neighborhood, as to increase the functions of mathematics’ learning field investigation teams and to assist teachers apply the learned on to actual teaching situations. Provide professional advices and encourage teachers to take parts in curriculum action researches, as to build up a panel for research sharing. 3. Teachers should improve themselves through self-study as to enrich acknowledgement in mathematics curriculum of junior high schools and elementary schools. Teachers should get rid of the text-centered narrow-minded thinking, and fully execute the idea of individualized teachings in real class situations. 4. Discuss future research subjects and directions from the viewpoint of junior high school teachers.