Rogers人本教育理論與建構主義教學模式二之發展：國小數學教學的行動研究

The Action Research of the Development of the Integrated Teaching Model Combining Rogers’ Humanistic Theory with Constructivism

本研究的主要企圖有二：（1）在先前所發展出來「Rogers人本教育理論與建構主義的整合教學模式」的基礎之上，發展適合目前所任教班級特性的數學科整合教學模式二。（2）就Rogers人本教育理論與建構主義在數學科教學上的實踐進行反省批判。為達成上述的企圖，採用行動研究法來進行。在過程中，研究者本身亦擔任教學者的角色，透過理論探討、教學實踐、反省批判、調整實踐與重組理論等交替出現的循環歷程，逐漸地建構出此一班級特性之下的整合教學模式二，並對Rogers人本教育理論與建構主義在數學科教學上的應用有了更深入的領悟。

The main purposes of this study were:(1) to develop a mathematical teaching model that can fit the characteristic of the class taught by myself on the basis of the previously constructed integrated teaching model combining Rogers’ humanistic theory with constructivism; (2) to reflect and criticize the practicability of Rogers’ humanistic theory and constructivism on mathematical instruction. To achieve the two purposes, the method of action research was adopted. During the process of teaching/researching, some activities were alternative, including examining the theory, practicing, reflecting and criticizing, adjusting the practice and reorganizing the theory. The integrated teaching model(2) was gradually constructed, and both the practicable strategies and the nature of Rogers’ humanistic theory and constructivism on mathematical instruction were comprehended more and more deeply. Firstly, to the constructed teaching model(2), some concrete and practicable strategies were proposed for those dimensions as follows, including ’the problems used to teach’, ’the procedure of teaching’, the norms of teaching’, and ‘the attitude of interacting withstudents’. Generally speaking, the application of this model tends to transfer from’ student-centered teaching’ to ‘teacher-centered teaching’ on affective domain. But it still fits the spirits of ‘student-centered teaching’ on cognitive domain of mathematical instruction. Secondly, this research also suggested some viewpoints for the practicability of these two theories through critical reflection.