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本研究旨在探讨小学数学科教师的有效教学指标。首先,透过文献的回顾,探讨数学科教学的专业标准,并结合有效教学的概念,发展数学科教师有效教学的概念。在研究方法上,以台北市16位教师为研究对象,透过层级分析法的程序,确立小学数学科教师的专业标准及有效教学的指标。分析结果显示,小学数学科教师的专业标准包含“专业知识”、“专业实践”与“专业特质”等三个向度11项指标,而有效教学则为单一层次11项指标。最后,依据研究结果,对教育实务提供相关建议。
The purpose of this study is to explore effective teaching indicators for primary mathematics teachers. First of all, through the review of the literature, we discuss the professional standards of mathematics teaching, and combine the concept of effective teaching to develop the concept of effective teaching for mathematics teachers. In the research methods, taking the 16 teachers in Taipei City as the research object, the professional standard of primary mathematics teachers and the index of effective teaching are established through the procedure of AHP. The analysis shows that the professional standards of elementary mathematics teachers include 11 indicators of three dimensions of “professional knowledge”, “professional practice” and “professional qualities”, while effective teaching is 11 items at a single level index. Finally, based on the findings, we provide relevant advice on educational practice.