National Academy for Educational Research

　　隨著電腦網路科技的出現與發展，現代學習的方式，不再只是傳統課室中的?與學。電腦網路為學習者的學習提供了新的設計、發展與選擇。本計畫為兩年期計畫。第一年，首先從文獻探討與第一線教師的晤談綜合整理成為本研究對教師課程認同之判準；接續，結合過去教育研究常使用的案例教學法以及新近的網路科技技術，建置一個能提供國小職前數學教師在網路上進行非同步討論互動、學習的平台。第二年，在申請人所開設的國小數學教材教法課程中，以遠距教學的方式，每二週提供一個關於「小學數學課程教學」的教學案例，作為參與的國小職前數學教師之討論對話的素材，期望透過這樣的互動，能促發他們學科教學知識中課程認同的專業發展。本計畫的主要研究方法包括描述性統計以及詮釋學方法。收集的資料包括參與學員在網路平台上所發表的訊息以及網路「課程認同」問卷的填答資料。本計畫預期達成以下的效益：1.建構課程認同之架構與內涵；2.建置一個以「數學教學案例」為內涵的「非同步網路同儕討論」平台，提供實務國小職前數學教師進行分享、討論的介面；3提供數學教育師資培育者一個能運用網路學習促進國小數學教師數學教學知識成長的方向。

　　With the emergence and development of computer network technology, modern learning is no longer traditional “teaching-learning” in class. Computer network provides a new design, development and choice in knowledge learning for learners. Therefore, the purpose of this study is to combine the “case teaching method” with “web-based learning”, to set up an internet asynchronous interactive discussion and learning platform for primary pre-service mathematics teachers. There is a case about “elementary mathematics teaching” every Tuesday, in order to make primary pre-service mathematics teachers discuss about it. That will improve their professional development of course recognition through this kind of interaction. The research methods of this study include descriptive statistics and hermeneutics. The collected data include messages teachers left on the platform and answers of “course recognition” questionnaire. The researchers therefore predict this study will have the following expected products. First, we’ll establish an “asynchronous peer interactive discussion” internet platform by mathematics teaching cases, to provide primary pre-service mathematics teachers an interface to share and discuss. Secondly, we’ll provide primary mathematics teachers an internet learning chance, and that will guide them a direction of mathematics teaching knowledge growth.