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篇名
戰後臺灣小學教與學典範的轉移:以數學科為例
並列篇名
Teaching and Learning Paradigm Shift in Elementary School in Post-war Taiwan: Take Mathematics As an Example
作者 彭煥勝
中文摘要 本文從歷史的角度運用史料與訪談,觀察臺灣戰後小學數學科教與學典範轉移的歷史背景、歷史軌跡,再從這些教與學典範轉移所涉及的問題予以分析與討論。研究發現,課程標準教育目標與修訂小組成員的變化,係教與學典範轉移的重要背景因素。分析課程標準修訂版本在教學方法上的敘說,1993年以前偏向以教師為中心的教與學典範,1993年版的課程標準偏向以學生為本的建構取向教與學典範,2004年版的九年一貫課程綱要則欲折衷前兩種教與學典範。長期參與教授領導的數學教學實驗團隊,比較能認同與採用建構取向的教學典範;透過學校數學領域專業社群的經驗分享,能對偏向以精熟學習教學典範者有所影響而有局部修正。教師職前與在職階段的教學專業培育、家長關注學生數學成績、數學科上課時數與教學進度的掌控,這些將是影響精熟學習或建構取向教與學典範轉移的重要因素。
英文摘要 This paper reviewed historical data and had interviews from a historical perspective, which aimed to observe the background and track of teaching and learning paradigm shift of mathematics in elementary school in post-war Taiwan. Analysis and discussion were proceeded based on issues referred to teaching and learning paradigm shift. The result revealed that changes of education goals in curriculum standard and revision committees were both important background factors to paradigm shift. By analyzing teaching methods in revised versions of curriculum standard, it tended to teacher-centered teaching and learning paradigm before 1993. According to curriculum standard published in 1993, it tended to student-centered, constructivism-oriented paradigm. In 2004 edition of nine-year integrated curriculum guidelines, it tended to compromise the first two paradigms. In addition, mathematics teaching experimental team with long-term participation led by professors turned to be more able to agree with constructivism-oriented teaching and learning paradigm. Through experience sharing from mathematics professional community at school, it could have impact on those who tended to mastery learning paradigm and have them modify themselves partially. Some important factors that have effect on paradigm shift from mastery learning to constructivism (or vice versa) are as following: professional teacher training in pre-service and service stages, parents’ concerns on students’ mathematics achievement, and class hours and teaching schedule management.
起訖頁 081-097
關鍵詞 教與學典範數學科戰後臺灣小學歷史觀察teaching and learning paradigmmathematicselementary school in post-war Taiwanhistorical observation
刊名 教育研究月刊
出版單位 高等教育出版公司
期數 201701 (273期)
DOI 10.3966/168063602017010273007  複製DOI  DOI申請
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