芬蘭小學數學教師培育與課程規劃之探究

A Study of Elementary School Mathematics Teacher’s Education and Curriculum Planning in Finland

目前芬蘭小學數學教師在職前教育階段需修習5 年300 學分課程，撰寫碩士論文並取得碩士學位，接受師資培育的學生在大學附屬之教師培訓學校進行教學實習，通過教師資格考試後，即可申請班級教師職位。在職進修方面，教師擁有數學進修課程內容主導權。另外芬蘭並透過發展數學社團以作為推動數學教師教育的方式。本文在透過理解芬蘭小學數學師資培育模式後，提供臺灣有關小學數學師資培育之入學篩選、師資培育課程規劃、提升數學研究能力及培養對數學興趣與自發性之省思。

Currently， Mathematics teachers in primary school have to complete a 5-year education with 300 credits in the pre-service education for teachers in Finland. They have to complete a master thesis and to achieve a Masters degree. After passing through the examination of teacher qualification， students undertaking class teacher training at the class teacher training school provided by universities are able to applyfor a position of class teacher. From the aspect of in-service education， teachers get themselves participated in the in-service mathematics courses. On the other hand，Finland drives the education of Mathematics class teacher by forming Mathematics study group. This article aims to provide review on the entry selection of the Mathematics teacher training of primary school， development and planning of the teacher training courses， raise the analytical skills of Mathematics and foster interestin Mathematics in Taiwan through understanding the teacher training model of Mathematics teacher for primary school in Finland.