| Summary: | 碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 94 === Abstract
Changed fast by a society and shortened knowledge half-life in the 21st century, in the face of such a society , make us to have to change one's own study way－individual learning turned to team learning. Due to the following research motives: （1）To adapt with the worldwide trend；（2）Trend of the educational reform in Taiwan；（3） Facing the advent of team learning and（4）Offer mathematics teacher's reference of implementing team learning, this thesis was presented by the researcher. The research objects are the professor and 36 persons of mathematics teacher of primary school who participate in the short-term in-service training. Participate in teacher's dividing into six groups altogether, every group is five to seven persons, among them select a group to further investigate. This research adopts the law of case study. Probe into two parts mainly, team learning for all members , another for case group members. The focuses of this research are team learning’s operations, courses, influences and the predicaments of mathematics teacher’s group of primary school, and we propose the suggestion finally for relevant personnel's reference. The researcher makes studies via observation, interviews and collection of data documents.
By summing up and analyzing the materials, this research has drawn the following important conclusions:
Ⅰ. The majority of members belong to intrinsic motivations and who can be brought on by video-tape appreciation and discussion that related to personal relevant problem of teaching.
Ⅱ. The roles for case group members can play ten kinds of positions: Plant、Co-ordinator、Monitor Evaluator、Implementer、Comleter Finisher、Resource Investigator、Shaper、Team Worker、Specialist and Person who approves quietly, all give different functions in team learning.
Ⅲ. The courses of dialogue and discussing for all member and case group members mainly have four stages: definitions of the problems, expositions of the problems , to produce and answers , to choose the solutions, and both have different behaviors each.
Ⅳ. The members share the power of leading each other in the courses of team learning; under the instructions by the professor all members develop many kinds of strategies of leading in team learning.
Ⅴ. Team learning to help the growth and change of the mathematics teacher’s group of primary school mainly have four motives: the growth of the professional relevant knowledge of mathematics, trigger for new ideas, the enthusiasm of teaching, and to evoke motives of growing up.
Ⅵ. The predicaments of team learning of the mathematics teacher’s group of primary school are mainly defensive routines, lack of the skill of dialogue and discussing, grouping of dialogue and discussing, time operation of dialogue and discussing and content, and sincere speech.
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