國中資優班數學教師在師徒制模式下之專業成長

• Main Author: 盧柄君
• Other Authors: 施皓耀
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/27098413986819198928

碩士 === 國立彰化師範大學 === 資賦優異研究所 === 99 === Abstract The objective of this study is to investigate the progress of an experienced secondary mathematics teacher who is firstly teaching a gifted class under cognitive apprenticeship. We adopt information phenomenology for methodology. Data includes: videos of mentor and mentee’s teaching, mentee’s observation notes, interviews and reflection logs. The findings are: 1.Mentee’s reflection frequency is dramatically increasing after mentor’s instruction and critic. 2.Mentee’s teaching belief and attitude changed after observing mentor’s successful teaching. 3.Through mentor’s critic and explanation on teaching, mentee has aware of the insufficiency of his knowledge competencies that stimulates his desire of promoting his competencies. 4.Mentee’s social skill improves due to a good relation with the mentor. 5.Through the process of the cognitive apprenticeship, mentee is able to accumulate and to promote his teaching experiences. 6.In the process of the cognitive apprenticeship, mentor is also aware of his drawback in his teaching and tries to refine his teaching constantly. 7.There are also some problems to be overcome in the cognitive apprenticeship: a.Good mentors are hard to find as the mentor has not only to be good at teaching, critical thinking experienced and also willing to help others. b.Support from administrators is vital so that the mentee is able to arrange his/her teaching and to attend workshops to promote his/her knowledge. c.Mentee’s willingness and attitude are important factors where the mentee must hold an open minded and enthusiastic attitude so that he/she is willing to accept new idea and teaching strategies.