| Summary: | 碩士 === 中原大學 === 教育研究所 === 96 === The aim of this research is to investigate the current practice of team teaching in
the field of mathematics with the participants in their sixth year in an elementary
school. Those students’ learning effects, mathematical concepts, and present
teachers’ difficulties in team teaching will be discussed in the research, and the
entire project could be a documentary record for teachers’ reference.
In the research, action research was adopted. Thirty-one sixth graders in a team
teacher’s class were the subjects who had received a 19-week（Sep 2007 to Jan
2008）mathematics curriculum. The students’ test scores, questionnaires, the
students’ diaries, interviews with the students, teaching performances recorded
by video tapes, and the journals of teacher’ self-reflection were the sources of
the research data. The main research method was a combination of quantitative
and qualitative analysis. The following are the results of the research:
1. Two forms of co-teaching were conducted in this study: one teaching/one
assisting and alternative. The process is as follows: collecting literature and
data to understand the forms of co-teaching and then analyzing the features
of the forms of co-teaching to decide the appropriate pattern for this study.
2. Classes with team teaching could be more interesting. Hence, students’
motivation in learning mathematics has increased. Besides, direct and
immediate instructions were given in a team teaching class, students’
self-confidence and sense of achievement could be gained more easily.
Moreover, team teaching could facilitate students’ ability to understand
mathematical concepts so that learning effects were improved.
3. There are many problems emerging in the investigation such as the difficulty
of choosing an appropriate team teaching model, disagreement between team
teachers, teachers being considered unfair by students, and different standard
of giving rewards, etc. The teaching team has to reflect themselves once in a
while to solve these problems.
For those researchers who are interested in team teaching, that the pattern of the
team teaching can be flexible depending on the characteristics of the teaching
team and the study of the influence on students’ learning effects and
mathematical concepts can be further studied.
|
|---|
