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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/99901


    Title: 認知師徒制對一位中學數學實習學生教學實務知識與信念的改變
    Other Titles: Pre-service Mathematics Teacher`s Change about Teaching Practice and Belief through Cognitive Apprenticeship
    Authors: 李浩然;陳彥廷;柳賢
    Keywords: 反思;信念;教學實務知識;提問
    reflection;belief;teaching practical knowledge;questioning
    Date: 2013-03
    Issue Date: 2016-08-09 16:05:22 (UTC+8)
    Abstract: 本研究旨在運用認知師徒制的實習輔導策略，探討一位中學數學實習學生在輔導教師以提問促進反思的過程中，教學實務知識與信念的轉變，進而說明教學實務知識與信念間的相互影響。蒐集的資料包括實習學生設計的教案、試教影帶、教學心得與反思札記、提問促進反思的對話語料及輔導教師的教學觀察與提問札記。研究結果發現：研究初期，個案學生所呈現的信念為傳統導向。透過輔導教師的提問與其自身反思後，他逐步精緻對學生知識理解特性、學生學習困難、教室管理技巧與教學策略的教學實務知識，進而抱持建構主義導向的信念。本研究最後呈現實習學生教學實務知識與信念間相互影響的過程，並針對如何促進實習學生專業成長及未來研究提出建議。
    The purpose of this study was to explore an junior high school pre-service mathematics teacher`s change about teaching practice and belief after a mentor teacher`s questioning and his reflection. The teaching plans designed by pre-service, the teaching videos, the notebook of observation written by the mentor teacher, the reflective notebook written by pre-service teacher, the interviewed records were collected. The findings of the research indicate that the pre-service teacher had "traditional" beliefs at the beginning. He had "constructivist" beliefs after attending this program with questioning-reflection.
    Relation: 教育與心理研究, 36(1),29-61
    Journal of Education & Psychology
    Data Type: article
    DOI link: http://dx.doi.org/10.3966/102498852013033601002
    DOI: 10.3966/102498852013033601002
    Appears in Collections:[Journal of Education ＆ Psychology] Journal Articles

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