探討教師在數學自主學習教學歷程中知識、信念與教學實務特徵之轉變—一位技術型高中教師的個案研究

Exploring the Changes in Teacher's Knowledge, Beliefs, and Instructional Characteristics During the Process of Mathematical Self-Regulated Teaching: A Case Study of a Vocational High School Teacher

近年來，各國課程改革關注學生自主學習，十二年國教總綱亦在各教育階段強調培養學生成為終身學習者。許多研究皆指出教師在課堂中教導並引導學生自主學習，能提升學習動機與學業成就。雖然自主學習受到重視，但對教師的自主學習知識、信念、和教學實務的關注與研究仍不足。本研究以一位有志於提升SRT相關知能的技術型高中數學教師為研究對象，探究其自主學習知識和信念改變的歷程。同時也參考Chen與Lin(2023)所發展的數學SRT評估工具，分析教師於數學課堂中涉及SRL之發話。主要發現如下：1. 教師的自主學習知識有所提升，部分來自文獻閱讀，部分來自實務反思。教學知識轉變基於學科教學知識內容的積累和學生困難的分析發現。2. 教師的自我效能信念和教學信念產生轉變，主要來自於課程實施，使教師更清楚如何將理論轉化為教學策略，對SRT越來越有把握。3. 教師提高認知和後設認知策略的教導比重，然在動機面向仍有提升的空間。最後，本研究提出了關於自主學習推動、教學實踐、教師專業發展的建議，旨在促進教師引導學生自主學習，提升學生的數學學習成果。

Student self-directed learning (SDL) has been the focus of curriculum reforms in various countries in recent years. The general guidelines of national twelve-year school education programs also often em-phasize the cultivation of lifelong learning at all educational stages. Numerous studies have noted that the promotion of SDL by teachers through instruction and guidance can enhance students’ motivation and academic achievement. Despite its growing prominence and popularity, there is still a lack of re-search on teachers’ knowledge, beliefs, and practices regarding SDL. This study explored the changes in knowledge and beliefs about SDL exhibited by a technical high school mathematics teacher who was committed to improving their understanding and skills through self-regulated teaching (SRT). Using the mathematics SRT assessment tool developed by Chen and Lin (2023), this study also analyzed the teacher’s classroom discourse related to SDL. The main findings are threefold. First, the teacher’s knowledge of SDL improved, partly through literature and partly through practical reflection. This trans-formation was based on the teacher’s accumulation of content knowledge and their analysis of student difficulties. Second, the teacher’s self-efficacy and teaching beliefs changed, primarily through curricu-lum implementation, leading to both clearer understanding of how to translate theory into teaching strat-egies and increased confidence in SRT. Third, the teacher had more generally increased their emphasis on cognitive and metacognitive teaching strategies, but there remained room for improvement in respect to their motivation to engage these strategies. Finally, the study provides recommendations on promoting SDL teaching practices and professional development for teachers aimed at helping them to guide stu-dents’ SDL and enhance their mathematics learning outcomes.