探究導向專業學習模式對數學科初任教師教學策略知識展現之個案研究

A Case Study of the Influence of Inquiry-Oriented Professional Learning Models on the Teaching Strategy Knowledge Displayed by a Junior High School Novice Mathematics Teacher

本研究以「探究式－－素養導向師資培育模式」理論，發展「探究導向專業學習模式」，並詮釋初任教師之數學教學策略知識展現。根據研究目的，研究者搜集個案教師於【教學觀察】與【教學實作】兩階段，所呈現的數學教學影片、課後討論影片與教師反思日誌，來分析研究個案的探究導向學習架構，及其所呈現的數學教學策略知識。「探究導向學習模式」之核心，在於協助教學者於教學實務現場中，藉由教學觀察發現待解決的研究問題後，透過批判性文獻閱讀與討論，發展可能的解決方案之假設。接著，在協同教學的實作環境中，來驗證假設、反思並調整其教學。研究結果顯示，「探究導向學習模式」對初任教師發展教學佈題與引導策略、瞭解學生的數學學習困難，促進其連結數學概念與數學課程架構均有助益。因此，研究者認為未來可將「探究導向學習模式」推廣至師資培育與教育實習課程，以建構連貫的職前培育與專業發展學習管道。

This study develops an "Inquiry-Oriented Professional Learning Model" and examines how Teaching Strategy Knowledge is displayed by a junior high school novice math teacher participating in this case study. Data was collected and analyzed from classroom teaching videos, in-depth interviews, and the novice teacher's daily reflections during two sessions of "Classroom Observation" and "Teaching Practice". Central to the "Inquiry-Oriented Professional Learning Model" is to help the novice teacher identify the research problems within the mathematics classroom, and formulates research hypotheses by reviewing relevant literature and discussing with other teachers. Subsequently, the novice teacher designs learning activities based on teaching theory to test her hypotheses through co-teaching. The findings indicate that this professional learning model can effectively support the novice teacher in developing her understanding of mathematical teaching, student mathematical thinking, and the connection between mathematical knowledge and the mathematics curriculum. It recommends that the "Inquiry-Oriented Professional Learning Model" might be applied to the internship of student-teacher training programs.