| 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
In this mathematics education reforming age, there are widespread involved factors concerned with the success of the educational reformation. In addition to the objective innovation of the basic program, there is a need to have the identification and the coordination of the forefront of education – teachers. One of the reasons that the results of the present reformation is not as expected is because the internal aspiration of teachers has not been arisen. Therefore, how to stimulate the teachers to reflect and change their teaching belief and teaching practice or to make the teaching belief consistent with the teaching practice will become today’s important topic. For this reason, this research will conduct the communication between the teachers and the senior teachers by using the Habermas’ theory of Communicative Action. Hopefully this communication could make the two conversational principals found the common consensus of the mathematics education, moreover, to influence the mathematics teaching belief and the teaching practice of the senior teacher.
This study was conducted by a researcher and a senior teacher took use of the mathematics educational communication and discussion for six months, including twelve communicative dialogues and six teaching observations. The content of the communication for dialogues includes reading and sharing the documents of mathematics education, the teaching study and discussion of the teaching demonstration video, and the talking of senior teacher’s personal teaching study video. Besides, the four validity claims of the Habermas’theory of Communicative Action are applied to survey and analyze the content of communication, and further, it investigated the influence of this communication process to the teaching conviction and teaching practice of senior teachers.
The observations of this study are:
1.The application of the Habermas’ theory of Communicative Action for the teaching communication between teachers.
（1）Creating an ideal situation could provide reciprocity between the researcher and the case studies senior teachers.
（2）The substance of validity claim could review the communication process between the teachers and then form the effective communications for dialogue.
（3）Build the common consensus of communication between the teachers through debate and introspection.
2.The influence of the Habermas’ theory of Communicative Action to teaching belief and teaching practice of the case studies senior teachers.
（1）The Habermas’ theory of Communicative Action facilitates the change of teaching belief of the case studies senior teacher. The biggest difference is the point of view of the case studies senior teachers to students; moreover, while making the decision of the teaching, the students’ misconception will begin to be considered.
（2）The Habermas’ theory of Communicative Action facilitates the changes of the mathematics teaching practice of case studies senior teachers and makes the case studies senior teachers pay attention to the students’ awareness and their thoughts. Meanwhile, it is critical to the comment senses of character questions in the method of mathematics teaching. It makes case studies senior teachers teaching method change from teacher-centered” inclination at first to the “student-centered” teaching method.
Key word: Habermas’ theory of Communicative Action, validity claim, mathematics teaching belief, mathematics teaching practice.
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