| Summary: | 博士 === 國立彰化師範大學 === 科學教育研究所 === 95 === The purpose of this article described how two junior high school math teachers, Mr. Jiang, and Miss Yu, changed their problem-posing behaviors when using texts of contextual mathematical problems for students in the background of course innovation. The study focused on two objects, first on the two teachers’ respective different problem-posing features at the three different phases, then on comparing the differences of their respective teaching goals, problem-posing tactics and developing-modes by the difference of problem-posing features. The study used single cases and interpretation method. It repeatedly interpreted and alternately tested and analyzed the materials such as the observation of them in classroom, their videos, interviews, the collection of the teachers’ teaching demonstration records, and added by the texts of the teaching- module writing project and textbook writing…etc. The result was that their problem-posing features changed with time when using contextual mathematical text teaching. The earlier phase of Mr. Jiang was simplified the contexts and the situations of problems; the middle one was deleted situations but kept contexts; the later one was both situated and contextual problems. Those of Yu were deleting both situation and context; the middle one was deleting situation but keeping context; the later one was keeping situation and context respectively. Comparing the teaching goals, they both wanted students to understand math first. Then Mr. Jiang wanted students to join to do math; while Miss Yu wanted them to understand the context of problems and to learn happily. At last, they both wanted students to study math. Jiang’s problem-posing tactic at the first phase was to select the problems in the texts subjectively, use deleting both situation and context, strengthen the formula of mathematical problems, and omit those thoughtful problems. Then he used step by step tactic. At last, he used the tactic which uses students as learning subject and challenge their way of thinking. Miss Yu first used the problems in the texts mainly, but she simplified them by changing written language and figures, and skipping the open ones. Then she kept the contextual problems and added some math-related ones. At last, she used practical problems to collocate appropriate contextual problems.
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