Research on the strategy of guiding schools "teachers group for teachinh incorporated with information technology"

• Main Authors: Shu-you Ding, 丁旭幼
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/15586730771113783179

碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 97 === The study is to apply action research method to guide schools to build up “teacher education group” for using constitutive model of teamwork to engage in a series of researches and discussions on “teaching mathematics blended with information technology (IT)” so as to understand the situation of professional progress in teaching mathematics blended with IT among those teachers after team operation and learning, as well as what the problems and solutions would be met while the team designs and engages in “teaching incorporated with IT”. In the end, the thesis would explore what are effective strategies of guiding the group of teachers to “teach incorporated with IT”. In the prelude of research, the author firstly capitalized on his own school’s guidance group for teachers’ professional growth to integrate the guiding mission, and collected relevant questions of guiding, then went to nearby school’s “teacher education group” to engage in operational seminar of IT. After one year of preceding research, the author found: I. The teacher education group shows inert willingness to learn and involve in “teaching incorporated with IT”. II. It should be started with the teachers’ own requests of teaching while guide teachers to use IT. According to the results found in the research and referred to relevant literatures, the author elaborated again each strategy of guiding and made up the teacher education group of “teaching incorporated with IT”, chose proper and practical teaching units, then designed, resolved, reviewed various problems about “teaching incorporated with IT” together with the team. The main conclusions this research yielded are as follows: I. As to engaging learning team and the speed of professional progress: (1) The teachers have promoted their professional progress by interacting in the team and reflecting their own teaching action. (2) The peers of those teachers have improved their professional progress by discussion and observation on teaching. II. As to the incorporation with IT that abounds the contents of teaching: (1) By calculating operational experience and making the process of teaching smoothly. (2) By accommodating a multiple teaching strategy to abound the teaching activities. (3) By embarking upon practical teaching review. III. As to the strategy of guiding knowledge transference so as to let teacher education group swiftly acquire the crafts of “teaching incorporated with IT”: (1) The team of teachers activated the functions of IT in teaching by way of seminar activities. (2) Based on inter-trust and support, the teachers engaged in inspecting and learning from each other’s teaching activities. (3) The teachers improved their professional growth of “teaching incorporated with IT” by continuous reflection.