臺灣博碩士論文加值系統

本研究之主要目的在探討進行想法中心的知識翻新(knowledge building)活動，能否增進數學師培生的科技內容教學知識(technological pedagogical content knowledge, TPACK)。本研究採個案研究法，對象為修習「數學領域教材教法」課程之13位師培生。課程教學設計係以知識翻新理論為基礎，設計了四階段兩循環的知識翻新活動（包含教案設計、教學演示、回饋與反思等），並輔以知識論壇(Knowledge Forum) 數位平台來支持想法中心的知識翻新活動。整學期之活動歷程係以知識翻新原則來引導師培生進行互動、對話、試教、及反思自身教學實踐以翻新教案想法，並進而協助其增進TPACK融入教學的能力。研究資料來源包含兩次教案設計與教學演示、整學期於知識論壇的互動歷程與內容，以及師培生填寫之TPACK問卷。資料分析主要使用相依樣本無母數檢定分析；教學演示影片則是以行為序列分析法來觀察教學模式，同時也統計各種教學法的使用比例。研究結果顯示：(1)透過知識翻新活動，師培生在教案設計、教學演示與反思回饋等分析結果上皆顯示師培生之TPACK有統計上的顯著進步；(2)在TPACK知能問卷之分析結果亦顯示師培生自認在TPACK能力上有顯著提升；及(3)知識翻新活動也整體提升師培生TPACK融入教學之能力。

This study aims to investigate the effects of knowledge building activities on mathematics pre-service teachers’ technological pedagogical content knowledge (TPACK). Participants were 13 pre-service teachers from a course called Math Teaching Materials and Methods. The course was designed based on knowledge building theory, with a process consisting of four-stage and two-cycle knowledge building activities (including lesson design, micro-teaching practices, teaching feedback, and self-reflection). Pre-service teachers in this study used Knowledge Forum as an online platform to enhance their learning about how to teach via the help of peer feedback. The whole course in the semester was based on the principles of knowledge building, and the pre-service teachers were guided to interact with one another, reflect on their own teaching, and improve their ideas of teaching. As such, the course enhanced their ability to integrate TPACK into teaching. Data sources in this study include pre-and post-teaching plans, video-taped teaching practices, and written notes posted on the Knowledge Forum and the TPACK questionnaire. Regarding analysis, the above data were analyzed using dependent samples nonparametric statistics. In addition, the video-typed teaching practices were analyzed and the proportion of every teaching strategy was computed through behavior sequential analysis. The results of the study are as follows : (1) The TPACK of the pre-service teachers was improved through the designed knowledge building activities, ; their TPACK also improved significantly as reflected in their teaching plans, teaching practices and their reflection and feedback activities; (2) The results of the TPACK Questionnaire also showed that pre-service teachers believed their TPACK ability was greatly improved; and (3) knowledge building activities helped improve the ability of pre-service teachers’ TPACK.

第一章 緒論 1
第一節 研究景與動機 1
第二節 研究目的與待答問題 6
第三節 重要名詞釋義 7
第四節 研究範圍與限制 8
第二章 文獻探討 11
第一節 科技內容教學知識(TPACK) 11
第二節 知識翻新 17
第三節 知識翻新與TPACK結合之相關研究 23
第三章 研究方法 28
第一節 研究設計與架構 28
第二節 研究對象 29
第三節 教學設計與實施 30
第四節 研究流程 45
第五節 資料蒐集與分析 47
第四章 研究結果 61
第一節 師培生學習結果的改變情形 61
第二節 師培生學習歷程的改變情形 68
第五章 結論與建議 87
第一節 結論 87
第二節 建議 92
參考文獻 95

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