國小教師對九年一貫課程數學領域教學信念與教學行為及相關問題之研究

• Main Author: 蘇素慧
• Other Authors: 詹勳國
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/65054809416987437985

碩士 === 國立屏東師範學院 === 數理教育研究所 === 91 === The purpose of this study is to investigate the relevant problems of teaching mathematics on various background variables of elementary school teachers for the 9-year Integrated Curriculum in the region of Kaohsiung City, Kaohsiung County, and Pingtung County, which include teachers’ belief and actual behavior. Meanwhile, we collect the information about the relevant problems of teaching mathematics in the elementary school by the ways of opened questions. A stratified random sampling of 665 public elementary school teachers of first grade was selected in Kaohsiung City, Kaohsiung County, and Pingtung County area. There were 475 copies valid in retrieve 515 copies where the effective ratio is 71.43﹪ for using self-made “The questionnaire of the instructional situation of elementary school teachers in teaching mathematics”. The conclusions were drawn as follows: 1. Elementary school teachers’ beliefs of teaching mathematics for the 9-year integrated curriculum are progressive. 2. Elementary school teachers’ behaviors in teaching mathematics for the 9-year integrated curriculum are progressive. There are significant relationships between the different variables. Teachers who are female, the years of teaching experience are 11 to 15 and over 21, once served 85’ new mathematics curriculum, and the hours of the seminar in teaching mathematics for the 9-year integrated curriculum are 25 to 40, are progressive. 3. There are significant positive correlation between teachers’ beliefs and teachers’ behaviors, but they are not identical in inclination strength. 4. Insufficient teaching time, disturbances from parents and remedial classes after school, and the much divergence of students’ level are the major obstacles in teaching mathematics for the 9-year integrated curriculum. 5. The reason which teachers consider no difference in teaching mathematics between the 82 new mathematics curriculum and the 9-year integrated curriculum is the similar teaching method. The reason which teachers consider big difference in teaching mathematics between those curriculums is the changing on the subjects of elementary school mathematics. According to the results of this study, we offer suggestions on the authorities, the normal schools, the elementary school teachers, and the further study.