教育學報



活動理論觀點下國小師資生數學課程轉化的阻力與助力

2016.第44卷第2期(Vol. 44 No. 2).pp. 51–79
 

活動理論觀點下國小師資生數學課程轉化的阻力與助力

A Study of the Resisting and Assisting Factors to the Mathematics Curriculum Transformation for Elementary School Pre-service Teachers — Drawing on Activity Theory

陳彥廷(Yen-Ting CHEN)

摘要

本研究以活動理論探究14位國小師資生在數學課程轉化社群運作時,於分工、規則與工具等中介物出現的擾動現象,因擾動形成的阻力,以及因應阻力形成助力的策略。資料分析是以會議對話、觀察日誌、課程教案與反思心得為依據。研究發現社群運作產生三個擾動現象:在分工面向上無法以「拼圖式」合作完成共識;在規則面向上無法針對社群形塑的「公約式」規範達成共識;在工具面向上對會議功能見解不同。研究者進一步分析擾動現象背後的阻力,進而思考化阻力為助力的策略:在分工面向,以示範取代開放、以反駁取代提問、以盡力取代應付;在規則面向,以認同取代責任;在工具面向,以專注取代外務、以平等取代學歷、以回顧鏡取代反思。

關鍵詞:中介物;活動理論;師資生;課程轉化;擾動

Abstract

This study drew on Activity Theory to study the “mathematics curriculum transformation learning community” established by 14 elementary school pre-service teachers. It focused on studying the disturbance phenomenon experienced from the three mediating artefacts — division of labor, rules, and instruments — during the process of the mathematics curriculum transformation, the resistances caused by the disturbances, and the formation of assisting strategies in response to the resistances. The researcher analyzed data collected from dialogic corpora of meetings, field observation data, curriculum teaching plan, and reflective data. Three disturbance phenomena in operation of the learning community were found: (a) from the “division of labor” perspective, members of the learning community were unsuccessful in cooperating as a “jigsaw” to reach consensus on how to complete the curriculum transformation task; (b) from the “rules” perspective, members were unable to reach consensus on establishing a “conventional” norm for the learning community; (c) from the “instruments” perspective, members were diverged on the “function” of meeting. The researcher further analyzed the varying resistances aroused by the three different disturbances, and looked for ways to turn a stumbling block into a stepping stone: in the “division of labor” perspective, substituting “demonstration” for “liberty,” “refutation” for “questions,” “persistence” for “negligence”; in the “rules” perspective, substituting “identification” for “responsibility”; in the “instruments” perspective, substituting “concentration” for “distraction,” “equality” for “prejudice,” and “mirror” for “reflection” — ultimately turning resistances into assistances.

Keywords: mediating artefact; Activity Theory; elementary school pre-service teachers; curriculum transformation; disturbance