The Tutor’s Action Research of Using Problem-based Learning in Mathematics Learning Area Group

• Main Authors: HU, HUEI-FENG, 胡蕙芬
• Other Authors: 鍾靜
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/2f96v3

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) === 97 === This research was to explore the implementation of problem-based learning of the tutor in Mathematics Learning Area Group to understand the role and functions of the tutor , professional development of the group member as well as implement action restrictions. The research target was an elementary school where the researcher works. The researcher is the leader of the school Mathematics Learning Area , the group members are 15 teachers (4 male, 11 female), implementation the action research approach for 7 months with three operation cycles. The data of this research collected through recording, interviews and observation before and after the implementation , the researcher’s notes, checklists, the project tried to present the different aspects of the implementation of problem-based learning in the school Mathematics Learning Area Group. This research found: the tutor in the first operation cycle should be emplasized the roles of "supporter" and "facilitator " . In the second operation cycle ,the role of "guider" was emplasized . In the third operation cycle , the role of "reflecter" was emplasized .However the " supporter " and the "demonstrator" at the three operation cycles were need to funtion. The truth the five roles of the tutor are not separated, but change lastically depending on the implementation condition and the demand of group members . The results showed that: the tutor and Mathematics Learning Area Group members enhanced the knowledge of mathematics teaching and made teaching reflections; group members learned to collect data, solve problems, and develope self-directed learning,and more teaching strategies and rich dialogue. They also had interests in mathematics teaching and teaching confidence. The tutor improved communication and coordination ability and leading skills. But school schedule, job assigument ,group participation, the tutor and members the changes among all affected the tutor’s operation and learning effectiveness. Discussion due to the time limit , weighing much on sharing teaching experiences, were the difficult during the implementation . At last , to Mathematics Learning Area Group suggestions on the implementation of problem-based learning are: a phased planning objectives should be implemented, group members should participate voluntarily. The tutor should create a warm atmosphere for mutual trust, with group menbers planning and design of a common theme, and to consider the group members of the learning task load conditions. The members must have a "learner" of mental preparation and positive attitude.