| Summary: | 碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 97 === This study is focusing on two mentees’ learning process of mathematics teaching and classroom management at an elementary school’s classroom. This study is a nature study by observing it in the classroom including interview and data collection in order to demonstrate the learning of two mentees for the reference of other mentees during their training at elementary schools.
According to this study, mentees’ training is dividend into three phases including accommodation, preliminary teaching, and post teaching. Mentees’ teaching demonstration is the boundary between preliminary teaching and post teaching. Mentee’s focus on the learning of teaching and classroom management varies along with the mentor’s experience. In terms of mathematics teaching, both mentees had learned about teaching technique from the demonstration of instructors in the phase of accommodation. In terms of preliminary teaching, Hua had prepared for teaching by a teaching presentation upon the request of the mentor; also, by discussing it with the mentor before and after to perfect the teaching technique of how to ask questions, guide, and generalize. Yin had prepared for teaching with teaching case and by discussing it with the instructor before and after to perfect the teaching techniques of assessment and deduction. In terms of post teaching, Hua had teaching proposal drafted up according to the teaching demonstration with the teaching procedure and steps modified accordingly. Yin had learned how to draft up teaching proposal from the training in various semesters that helps her control teaching procedure.
In terms of classroom management, Hua had learned to understand classroom management by her encountering classroom events and instructor’s experience sharing in the stage of teaching demonstration. Yin had learned to understand the principle of classroom management by instructor’s experience sharing and student’s diary. In terms of preliminary teaching, Hua was familiar with the process of establishing classroom rules, interaction between teacher and students, and student’s incident but not the communication between student’s parents and teacher. Yin was not familiar with the technique of interaction between teacher and students but was familiar with the communication between student’s parents and teacher. In terms of post teaching, Hua had perfected her mathematics teaching strategy and classroom management technique by practices and discussion and review afterwards; however, Yin had done it by observation and practice in various semesters.
The teaching training for mentees, Hua and Yin, can be classified into two categories: (1) While mentees are not active in learning and training but instructor is enthusiastic to teach, instructor may have the mentees trained by asking the interns to draft up teaching proposals, teaching practices, and discussion afterwards in order to collect relevant teaching techniques. (2) While mentees are active in learning and training but instructor is not enthusiastic to teach, mentees may collect teaching knowledge by training and practice in various semesters.
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