一個輔導中學數學實習教師教學概念轉變的行動研究

The Effect of Mentoring on the Development of a Secondary Mathematics Probationary Teacher's Conception(s) of Mathematics Teaching: An Action Research

本研究透過行動研究法，調查一位中學數學科實習教師，在一年教育實習期間的教學概念轉變情形，並提出相應的教學輔導策略。研究共分二階段進行。第一階段的教學輔導策略包括擬定特定教學單元的教案、教學前的教案討論、課堂的教學觀察、課後立即的反省與回饋、特定教學單元教案的再擬定和討論等五個主要的步驟。第一階段的資料顯示，此五步驟策略能促使個案實習教師對單元的教學活動設計做更深入的自我性教學反省，但也顯現一些問題。為了解決第一階段所遭遇的問題，在第二階段的研究中加入「觀摩其他教師教學」的教學輔導活動，以擴展個案實習教師教學反思的對象與內涵。再透過「教學觀摩暨討論會」的輔導活動設計，以在校現實的情境引動其教學的社會性教學反思。這樣的教學輔導設計，似能促使個案教師的教學設計重心，由關心自己轉為關心數學內涵，進而關心學生的學習；使其教學的角色由知識的傳遞者趨向知識的引動者。同時，這也促使研究者對數學內涵、教學策略、教學輔導技巧有更深一層的體會，從一位孤立的輔導者，經由共同輔導者，轉向內化的輔導者。因此，本研究所發展的數學教學實習輔導策略，除了能促使實習教師教學概念與關心對象的轉變之外，也提升了研究者本身的數學教學與輔導的知能。所以，本行動研究的發展歷程，是一個包含實習教師和輔導教師個人專業成長在內的「教學與輔導的雙學習循環」。

In this study the action research method was used to investigate the changes in a secondary mathematics teacher's conception of teaching and the effect of mentoring on this transformation or conceptual development. The project took place during the teacher's in-school probationary teaching period, and had two stages. In the first stage, several mentoring steps were developed, including the design and discussion planning of a specific lesson, classroom observation, reflection and feedback on the lessons observed, and the re-planning and re-discussion of the same lesson. The first-stage data showed that these mentoring strategies seemed to be successful; however, these data also revealed some problems that needed to be resolved. To face the problems emerged, mentoring in the second stage extended the observation and discussion to the teaching of other mathematics teachers in the same school, and then to an in-school teaching demonstration and seminar, social-pedagogical reflection, and interaction involving tutors, mentors, and probationary teachers from different secondary schools. As a result, the foci of planning and classroom teaching activities for the probationary teacher were moving from teacher/content-centered to student-centered activities. Moreover, his teaching role changed from that of a demonstrator to that of a guide or facilitator. Doing this kind of research helped the researcher achieve a greater understanding of mentoring strategies with regard to mathematics teaching. Therefore, this action research has provided new and useful insights into the effective development of the mentoring process for mathematics teachers; during the course of the project the case probationary teacher's conception of mathematics teaching developed in a positive way, as did my own conception of mathematics teaching and the mentoring of mathematics teachers.