教師專業發展：以促進學生理解之教學為進路

Teacher Professional Development: Approaches of Teaching for Robust Understanding

十二年國教之新課程綱要已經上路，但在實際教育現場中，仍然處處可見孩子們努力記憶背誦和進行機械性練習，以準備各項考試的身影。試問：我們的孩子真的在課室中進行有意義的學習嗎？我們的孩子未來將具備生活於瞬息萬變的二十一世紀所需之所有核心素養嗎？要回答此二問題，就應探究我們的學校教育到底想要培養什麼類型的學生。據此，本文擬先以腦科學證據為基礎，探討學生成長型心智習慣養成之重要性。其次，再以問題解決為學習徑路及以數學教學為例，分析如何建立有影響力的課室以促進學生之學習理解，包含三大面向：以「TRU架構」建構促進理解之教與學、教師專業發展是建立有影響力課室之原動力，及以整合TRU架構之「課室研究」為教師專業發展核心取向。最後，歸結本文之重點提出具體建議，以期能真正達成透過教師專業發展以促進學生學習理解之終極目標。

New curriculum guidelines of 12-year Basic Education have been launched in Taiwan. However, our children still struggle to deal with a great deal of examinations through meaningless memorization and technical drills in school. Is our children’s learning in the classroom meaningful? Do they possess all essential core competencies that are needed for surviving in the rapid changing lives of 21st century? Regarding how to respond to these questions, we need to profoundly explore what kinds of students we want to cultivate in our educational system. Based on this argument, this article first argues the importance of nurturing students’ habits of growth mindset grounded on educational evidences of brainbased neuroscience studies. In addition, it intends to analyze how to establish a powerful classroom for promoting students’ robust understanding through the problem-solving approach and its application in mathematical teaching and learning. Three main themes are included: Applying “Teaching for Robust Understanding (TRU) Framework” to enhance the quality of teaching and learning. Building powerful classrooms through teacher professional development. An integrated teacher professional development model of TRU-Lesson Study (LS) as an approach. Finally, concrete recommendations are generalized and proposed from the three themes in order to reach the ultimate goals of promoting students’ robust understanding while learning through the application of the TRU-LS teacher professional development.