輔導初任教師建構數學教學模式之行動研究

Action Research on Developing a Mathematics Teaching Model for Mentoring Novice Teachers

國小教師的養成包含職前導入階段、實習輔導以及初任教師輔導，是培養一位教師所必經之路。本研究以行動研究之方式，探討輔導初任教師建構數學教學模式的實施情形。研究對象為個案學校之初任教師，共歷時將近一年。研究過程中，透過入班教學、備課、觀課、議課與撰寫研究日誌等方式蒐集資料，並提出以下結論：（1）課堂布題、畫圖解題、引入算式、發表與討論能營造教室探究文化，凝聚討論氣氛，提高學習投入；（2）教師搭建探究式教學的鷹架，讓學生成為教室的主體；（3）從數學探究形成數學學科教學知識，產生理論與實務的連結與意義；（4）行動的反思促進教師專業成長；（5）成功班級經營為有效教學之基礎。再者，研究者亦從反思中強化教學領導，其研究成果亦能提供輔導初任教師與師資培育之建議。

The study utilized action research to explore the implementation of assisting beginning teachers in constructing mathematics teaching models. The study focused on a novice teacher in a specific school and lasted for one year. Throughout the research process, data was collected through various methods, including class teaching, lesson preparation, lesson observation and discussion, and research diaries. The study drew several conclusions from the collected data:(1). Problem-posing, drawing pictures to solve problems, introducing calculation formulas, and facilitating discussions foster a classroom culture of inquiry, promote active participation, and enhance learning outcomes.(2). Teachers play a crucial role in scaffolding inquiry-based teaching, allowing students to take on a central role in the classroom.(3). Through mathematical exploration, the teacher develops mathematics pedagogical content knowledge, which bridges the gap between theory and practice.(4). Reflecting on actions facilitates the professional growth of teachers.(5). Effective class management is essential for effective teaching, serving as the foundation for a successful learning environment. Additionally, the researchers highlight the importance of teaching leadership and provide suggestions for guiding novice teachers based on findings.