| Summary: | 碩士 === 臺北市立師範學院 === 數學資訊教育研究所 === 93 === ing professional knowledge through network-based learning community. Research mainly analyses with the quality methods and takes quantitative data as the assistance of analysis. The research object has finished the practice training, and starts to teach for the first year. Data collection includes the teaching observations, interviews, the article published in the community, and the interactions among the community. To ensure reliability and validity of the study, qualitative data were acquired through teaching observations and interviews with the triangulation.
After seven month-long interactions in network-based learning community, I detected the case teacher has already changed in mathematics teaching knowledge. In mathematics content knowledge, the case teacher has corrected some mathematics conceptual questions. Let the teacher have a chance to grow up her mathematics content knowledge again. In student's cognitive knowledge, the case teacher turns students' idea to thinking with students' angle, is it think student between difficulty and mistake of easy make in study to go voluntarily. The case teacher turns to judge students' idea with student's angle, and initiatively thinks about the study difficulties and the mistake that the students easily make. She also has changed in teaching method knowledge. The case teacher studies teaching by watching the teaching cases, and she reflects on her own teaching. She begins to let students find the concept from teaching, or reaches concept teaching in course through class discussions, and has reduced the proportion of procedural teaching. It is already comparatively smooth to use the methods of individual practice and class discussion. Because of the growth of the teaching method knowledge, the waste of time in dealing with the class management has reduced. It enables the teaching smoother carrying on.
The research finds the case teacher can carry on developing because network-based learning community causes the reflection on her own teaching or the teacher’s reflection on teaching causes the interaction of network-based learning community. With the interactive circulation, the teacher won relevant teaching knowledge from the teaching case and the discussions with other members. She also solved the problem of teaching from the interaction of the network-based learning community. The case teacher's professional knowledge can just be developed in such process. In the end of this article I propose the network-based learning community and the possible directions of the research in suggestion. To supply the researchers who want to establish a network-based learning community and the future research takes reference.
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