本研究之目的在透過多重個案研究，探討台北市獲獎國中數學教師在教學創新上的研發、實施與延續歷程以及影響歷程相關因素。 本研究之發現如下： 一、教學創新研發過程及其影響因素 教學創新研發過程包含：教師勇敢將所學的數學知識，轉化成學生可以學習的知識；有計畫思考適當的教學模式；選擇符合學生的教材進行設計；教學創新活動流程規劃等階段。而影響相關因素又包含：積極、正面的教學信念產生教學創新想法；校務評鑑加速建構教學創新的藍圖；教學活動素材可由校園環境中獲得；適當時段的選擇有利教學創新進行。 二、教學創新實施過程及其影響因素 教學創新實施過程包含：營造有利教學創新的環境；引導學生嘗試解決數學問題；同儕教師參與認同使得教學創新活動順利實踐等階段。而影響相關因素又包含：充分的時間進行教學創新活動；校長的支持激勵教師實施教學創新；家長有條件的支持教學創新活動；學生參與教學創新狀況；教師同儕的互動提昇教學創新實施的可行性。 三、教學創新延續過程及其影響因素 教學創新延續過程包含：參與教學創新推廣；自我反省與改進教學情況；提升數學專業知能；持續推動教學創新活動等階段。而影響相關因素又包含：主動分享教學創新經驗；再修正教學創新活動；參與研習、進修活動；重新研發教學創新活動，持續循環歷程。 本研究除了對於現職數學教師及學校行政給予建議之外，亦對於未來在研究範圍、研究對象、研究方法及研究主題方面給予建議。 This study aimed to investigate the process and related factors of innovative instruction from viewpoints of awarded junior high school mathematics teachers of Taipei City. The findings of the study were as followed: A. The process and related factors of instructional innovation development: 1. The practices during the process of instructional innovation development included: 1) Teachers transformed what they have learned into what students can learn. 2) Teachers organized appropriate teaching models with delicate plans. 3) Teachers designed teaching materials depending on students’ learning abilities. 4) Teachers planned teaching innovation activities. 2. Factors influencing instructional innovation development process 1) The positive professional beliefs in teaching enhanced the creation of instructional innovation. 2) School-wide evaluations accelerated the construction of the blueprint of instructional innovation. 3) Teaching resources obtained from the school campus promoted the development of instructional innovation. . 4) The selection of appropriate time allocation benefited the development of instructional innovation.
B. The process and related factors of instructional innovation implementation: 1. The practices during the process of instructional innovation implementation 1) Positive and encouraging environments for instructional innovation were created. 2) Students were guided to try to solve mathematics problems. 3) Interactions and feedbacks between peer groups inspired teaching innovation. 2. Factors influencing instructional innovation implementation process 1) Sufficient time was required to implement instructional innovation activities. 2) Support from the principal and parents encouraged the implementation of instructional innovation. 3) Positive performance of students enhanced the outcome of instructional innovation. 4) The rapport among peer teachers elevated the possibility of implementation of instructional innovation.
C. The process and related factors of instructional innovation continuity: 1. The practices during the process of instructional innovation continuity 1) Active experience sharing among school colleagues was encouraged for the continuity of instructional innovation. 2) Making adaptation of the teaching innovation was continued during the process of continuity of instructional innovation. 3) Teachers participated in in-service learning and related workshops sustained the continuity of the instructional innovation. 4) Teachers started to develop other instructional innovation and recycled the development process. 2. Factors influencing instructional innovation continuity process 1) The reconfirmation of the self efficacy and professional beliefs in teachings encouraged the continuity of instructional innovation. 2) The expansion of teaching scope accelerated the continuity of instructional innovation. 3) Continuous professional development on mathematics teaching helped the continuity of instructional innovation.
The study provided practical suggestions regarding to the instructional innovation for the school math teachers and administrators, as well as the future research.