偏鄉小學教師實施數學混齡教學之個案研究

Challenges and Implications of Conducting Multi-grade Teaching in Mathematics: A Case Study on Two Elementary Schools in a Remote Area

近年來愈來愈多偏鄉小校因少子女化實施混齡教學，大多數聚焦於知識結構性不強的科目。僅有少數學校於知識結構性強的科目（例如：數學）實施混齡教學，這方面的研究仍在起步。基於此，本研究以兩所偏鄉小型國民小學為案例，探討個案教師實施數學混齡教學時，在課程轉化、教學實施與相關行政配套所遭遇的挑戰及其帶來之相關啟示。資料蒐集包括訪談逐字稿、觀察紀錄、教案與學習單與研究日誌等，並以持續比較與歸納方式進行分析。研究發現：一、在課程轉化方面，循環課程最為困難，耗費教師最多的時間與精力為不同學習準備度的學生設計教材和題目；二、在教學實施方面，教師不易因應學生差異設定學習目標，以及運用小組合作學習發揮混齡教學優勢；三、在行政配套方面，教育行政支持與校長課程領導有助於教師實施混齡教學，然而教師增能卻未能對準混齡教學的需求；四、值得注意的是，循環課程轉化雖最具挑戰性，卻是促成教師關注學習差異與教學改變的利基。綜上，本研究針對教師專業發展以及師資培育課程規劃提出建議，期能對國內推動混齡教學有所助益。

"More and more elementary schools in remote areas conduct multi-grade teaching (MT) to address the issues of low birth rates. Most of the schools implement MT in subjects with a weak structure of knowledge. Only a few schools conduct MT with a strong structure of knowledge, such as mathematics. Research on MT in mathematics is burgeoning. Thus, this case study explored the implementation of MT in mathematics in two schools in a remote area to learn the challenges, opportunities, and implications. Data collections included lesson observations, lesson plans, worksheets, interview transcripts, and fieldnotes. The researcher applied constant comparison and inductive analysis to analyze the collected data. Research findings suggest that, firstly, the vital challenges of MT occurred in the design and implementation of the cyclic math curriculum to meet students with varied learning readiness. Secondly, the teachers did not set up differentiated learning goals and did not take advantage of multi-grade collaborative learning. Thirdly, the teachers' teaching benefited from the local education bureau's and the school administrations' supports; however, the teacher workshops conducted by the educational administrations did not benefit multi-grade teaching. Last but not least, although the cyclic math curriculum is a significant difficulty and burden for the case teachers, it is the opportunity for promoting case teachers' Differentiated Instruction. This study provides suggestions for in-service teachers' professional development and pre-service teachers' program design."