理论与实务的对话-建构主义在数学教育上的再思.PDFVIP

理論與實務的對話―建構主義在數學教育上的再思 71 理論與實務的對話―建構主義在數學教育上的再思 A DIALOGUE BETWEEN THEORY AND PRACTICE: RETHINKING THE EFFECTS OF CONSTRUCTIVISM IN MATHEMATICS EDUCATION REFORM 陳昇飛 * Shen-Fei Chen (收件日期 93 年 4 月 15 日；接受日期 93 年 8 月 5 日) 摘 要 近來數學科因建構取向教學而招致許多批評，這些批評來自於理論和實務之間的落差。 本文首先試圖對建構主義的兩大理論派別―根本建構主義與社會建構主義進行探究，並歸納 其對學習的訴求。其次，就理論的分析歸納與個人的實務工作經驗，提出理論與實務之間的 落差緣故，並加以澄清。結論為：一、跳脫由上到下的霸權心態；二、重視教師價值觀的轉 變與差異；三、過度仰賴根本建構主義的觀點；四、重新審視數學的基本運算技能；五、面 對教師學科知識的重要性。 關鍵字：社會建構主義、根本建構主義、建構主義、數學教育 * 陳昇飛: 台灣師大教育系博士候選人 72 臺中師院學報 Abstract Since the mathematics curriculum reform suffers many criticisms . These issues arise from some misconceptions of constructivism. First purpose of this paper is to explore the paradigms of constructivism and each of their beliefs in learning. The second purpose is to clarify these problems in mathematics education. The major findings of this paper are as fallows: 1.To improve the top-down model in mathematics education. 2.It’s necessary to understand what differences between teachers’ values and their positions. 3.To overemphasize the position of radical constructivism in math learning. 4.To rethink the importance of basic skills in mathematics. 5.It’s important for teacher’s subject matter knowledge . Keywords: constructivism, mathematics education, radical co