教學案例討論提升教師學科教學知識之研究：以數學科為例   免費試閱

Cases Discussion on the Enhancement of Teachers' Pedagogical Content Knowledge

教學案例討論能有效搭建理論與實務間的橋樑，是提升教師學科內容知識、一般教學知識與學習者特質知識之學科教學知識的利器。本研究旨在組成國小教師社群，應用個案研究，透過教師社群的教學案例討論，以提升參與教師的數學學科教學知識。研究所蒐集的資料包括：教學案例討論前與後的訪談、討論錄影、省思札記等，透過持續比對法分析資料，並以三角校正法確保研究信度。研究結果發現，教學案例討論透過認知衝突，能觸發參與教師主動思考與解決問題動機，積極建構具統整性概念的學科內容知識；其次，討論與反思促進參與教師更清楚掌握學習脈絡，對學生認知思維與迷思概念的瞭解，進而深入思考如何緊密連結核心概念而呈現教學表徵及教學順序，據以設計更精準流暢的教學程序，能具體提升參與教師的數學學科教育學知識；再者，專家教師透過案例討論與引導，創造積極分享支持氛圍，有利因應認知衝突的同化調適，平衡社群的認知與互動，此認知師徒情境學習取向的案例討論運作，是有效提升教師教學專業知能的可行途徑。

Discussion of teaching cases can effectively bridge the gap between theory and practice. It helps improve teachers’ pedagogical content knowledge, general pedagogical knowledge, content knowledge, and knowledge of the learners and learning.
The purpose of this study was to form a learning community constituted of four elementary math teachers. The members of this community conducted teaching case discussions that could effectively improve the pedagogical content knowledge of the participating teachers. The members gathered together for a two-hour discussion regarding a teaching case. Research data included a videotape of the discussion, reflection journals, and interviews before and after the discussion. The reliability of this study was warranted by continuing data analysis and triangulation.
The results showed that teachers could better design a set of teaching procedure after the discussion. The teachers were first challenged by triggering their cognitive conflict and eventually led to active thinking and participation. Through a problem-solving discussion, the teachers could construct integrated concept of the subject content knowledge. They also had a clearer picture of students’ cognitive thinking, the learning contexts, and possible misconceptions. These teachers began thinking about the ways to present instructional contents in a sequential way and the content would closely link to the core concepts. Meanwhile, teaching case discussions can better develop the mathematics pedagogical content knowledge of those participating teachers. Moreover, the discussion led by an expert teacher could create a positive sharing climate, assimilate cognitive conflict, and balance awareness, interaction and relationships among community members. Such situated-learning oriented teaching case discussions following the model of cognitive apprenticeship was a feasible way to effectively enhance teachers’ professional knowledge of teaching.