澳門數學教師學科教學知識之個案研究

學科教學知識的提出者是舒爾曼,後來許多研究者在舒爾曼基礎上逐步研究特定學科下的教學知識。數學學科教學知識的探究就是從數學的角度出發,探討數學教師的學科教學知識。對於學科教學知識的研究是新課程改革的迫切需求,是教師專業化的基本要求,同樣也是教師自身對教育的追求。本研究將以Park與Chen (2012)分析教師進行教學所呈現的學科教學知識成分整合歷程圖為基礎,通過案例分析的方式對兩位元教師進行課堂觀察和訪談,審視兩位小學個案教師在進行數學教學過程中,其數學學科教學知識各面向的整合情形。研究發現,「學科內容知識」、「教學策略知識」與「教學表徵知識」為教師數學學科教學知識的核心,「課程與目標知識」、「學習成效評估知識」與其他數學學科教學知識面向連結受限,以及對教師的教學前後的訪談和數學學科教學知識成分整合歷程圖能描繪出教師數學學科教學知識整體圖像。研究者者建議教師教育課程應重視學科教學知識的培養,建議以學科教學知識為框架,重建教師職前教育的課程結構,採用以實踐為主的教學方法,加強專業課程內容與小學數學內容間的聯繫,以提供未來促進教師數學學科教學知識發展的參考。

The author of subject teaching knowledge is Shulman. Later, many researchers at home and abroad gradually study teaching knowledge under specific subjects on the basis of Shulman. The exploration of mathematics subject teaching knowledge is to explore the subject teaching knowledge of mathematics teachers from the perspective of mathematics. The study of subject teaching knowledge is the urgent need of the new curriculum reform, the basic requirement of teachers' specialization, and also the pursuit of teachers' own education. Based on the PCK map presented by Park and Chen (2012), this study will make classroom observation and interview on the two teachers through case analysis, and examine the overall situation of the two primary school case teachers in the process of mathematics teaching. It is found that subject content knowledge, teaching strategy knowledge and teaching representation knowledge are the core of teachers' mathematics PCK, and that "curriculum and objective knowledge", "learning effect evaluation knowledge" and other mathematics PCK are limited in connection. The teachers' teaching before and after the interview combined with mathematics PCK map can depict the overall image of teachers' mathematics PCK. The author suggests that the teacher education curriculum should pay attention to the training of subject teaching knowledge, take the subject teaching knowledge as the framework, reconstruct the curriculum structure of pre service education for teachers, adopt the teaching method based on practice, strengthen the connection between the professional curriculum content and the primary school mathematics content, so as to
provide reference for promoting the development of teachers' mathematics PCK in the future.