A case study of Elementary school experienced teacher''s practical knowledge and influenced factors in mathematics teaching

• Main Authors: Lien Li Ching, 連麗菁
• Other Authors: 賴清標
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/68215014383597633015

碩士 === 臺中師範學院 === 國民教育研究所 === 89 === A case study of Elementary school experienced teacher’s practical knowledge and influenced factors -in mathematics teaching Abstract The purpose of this article is to explore the practical knowledge of experienced teacher; the reactions to the first adopted the new curriculum and the new textbook; and the influenced factors of the experienced teachers’ practical knowledge by way of the elementary school experienced teacher’s class teaching and thinking. Qualitative research was conducted, purposeful sampling, citing an example of mathematics teaching, the datum were collected mainly by observation, interview, and document reviews. After collecting and interpreting datum, the results are listed as follows: 1、the content of experienced teachers’ practical knowledge: The content of experienced teachers’ practical knowledge is divided into three main parts, obvious teaching behavior, tacit teaching image, teaching theory in use. There are eight items of experienced teachers’ practical knowledge: (1) “Experienced teachers’ teaching image” means “train student to learn in concentrated and disciplined way” and that is practical. (2) “Pedagogical content knowledge” means the 「ends」is more important than「process」. (3) “General pedagogical knowledge” means the class management tend to control severely. (4) “Knowledge of oneself” means the experienced teacher realize oneself and accept oneself’s limits. (5 ) “Knowledge of teaching context” means the teaching context do harm to teaching profession, the teacher insists on the class management as teacher-center and demonstrate the management tendency. (6) “The knowledge of learner” has two means one is the experienced teacher understand learners’ learning obstacle, and the other is insufficiently comprehended students’ mathematics concept development. (7) “Knowledge of mathematics subject content” is insufficient. (8) “Knowledge of curriculum” is based on the textbook, mainly presented at the criticism of the engaged textbook. The most perplex in teaching practice is class management, the teacher was not aware that the mathematics content knowledge and the development of student mathematics concept was deficient. 2、experienced teacher reaction to adopt new textbook: During experienced teacher adapted herself to the new textbook, she would grape the pre-textbook concept to realize about the new textbook, develop the teaching model by mix of the new textbook and pre-textbook. Beside, the teaching by new textbook, the old teaching experiences interrupt once and once made the adapting activity harder. After the new curriculum was adopted, experienced teacher didn’t satisfy the results, so the original image would be more stable. 3、the influenced factors of experienced teacher practical knowledge: The influenced factors of experienced teacher practical knowledge was divided into eight parts the family living style before elementary school education, elementary school education, junior high school education, teacher education, novice teacher, teaching experiences, marriage life, in service education, leisure time, in the above factors, the most important factors are personal growth and successful learning experiences. Key words: practical knowledge; teacher knowledge; mathematics teaching; experienced teacher; case study