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NCUEIR > College of Science > Graduate Institute of Science Education > Periodical Articles > Item 987654321/14529

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Title:	兩位國中數學教師價值教學的障礙 The Obstacles of Values Teaching of Two Junior High School Mathematics Teachers
Authors:	郭榮仁;張靜嚳
Contributors:	科學教育研究所
Date:	2001-08
Issue Date:	2012-11-22T07:39:01Z
Publisher:	彰化師範大學科學教育研究所
Abstract:	本研究的目的在探討兩位資深較優國中數學教師價值教學的障礙，及其形成之因素。白、王兩位是研究計畫中試行價值教學的老師，他們雖然認同價值教學，且願意嘗試，但是她們的價值教學常常時做時停或稍試即止。雖然歷經各種努力，卻久久未見有突破性的進．展。不順暢的背後隱約有著無形的阻力或障礙在。經由個案研究，深入晤談、教室觀察，及小組研討的結果，發現兩位教師價值教學共同的障礙有：l．認為價值教學理論很抽象，不容易實行。2.自覺在生活化方面的數學知識不足。3．不清楚數學有什麼價值。4．未覺察自己的價值對學生有什麼影響。5．本身原本教學的成功造成不願改變的阻礙。導致這些障礙的形成因素初步發現主要來自教師的知識，信念和價值。 This study was designed to explore the obstacles of values teaching of two junior high school mathematics teachers. Two teachers, Pai and Wang, had attended a NSC research project, and tried to conduct values teaching in their mathematics classrooms. Although Pai and Wang agreed to values teaching and had willing to try it, they could not persist in it. In spite of many efforts, there was not much progress in their values teaching for a long while. It seems that there are invisible obstacles behind it. In this cases study, data collections included interviews, classroom observations, and project meetings. The findings of this study showed that the common obstacles of values teaching of Pai and Wang included: 1. They thought value theories were too abstract to practice. 2. They thought they lacked mathematics knowledge in everyday life. 3. They don’t know what values are there in mathematics. 4. They don’t recognize the affections of their own values to students. 5. Their successful school mathematics teaching made them reluctant to do any change in their teaching. Furthermore, the teachers’ knowledge, beliefs, and values were the major factors of these obstacles in their values teaching.
Relation:	科學教育, 11: 29-51
Appears in Collections:	[Graduate Institute of Science Education] Periodical Articles

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