INTERDISCIPLINARY TEACHING DESIGN AND PRACTICE RESEARCH COMBINING MATHEMATICS AND PROGRAMMING: A CASE STUDY OF FOURTH GRADE MATHEMATICS TOPICS

ABSTRACT

本研究採用質性研究法，旨在探討澳門教育碩士二年級學生的學習體驗、影響學習體驗的主要因素、學習過程中所面對的挑戰與困難，以及學生對課程優化的建議與期望。研究透過半結構式深度訪談十位教育碩士生，並加以整理與分析，以深入回應研究問題並歸納研究結論。研究結果顯示： （一）受訪學生普遍肯定課程對其專業知識和實務能力的提升作用，但指出理論與實踐之間存在明顯落差，特別是在統計分析與研究方法教學方面的支援不足。此外，積極的師生互動與同儕合作有助提升學習動機與成效，惟小組合作中常見的角色衝突、任務分配不均及教師指導不足等情況亦對學習體驗造成負面影響。 （二）影響學生學習體驗的關鍵因素包括：師資專業素質、院校資源配套、同儕互動質量及時間管理壓力。教師教學策略與專業水準對學習成效有直接影響，學生偏好案例導向與互動性強的教學形式。而院校資源方面，如數據庫使用受限、設施老化等問題亦限制了學生的學術發展。在職學生則面臨工作與學業角色衝突，影響學習的持續性與專注度。 （三）受訪學生普遍面臨理論與實踐銜接困難、學術能力落差、時間壓力與團隊協作挑戰等問題。跨專業學生對學術論文與與研究設計的掌握不足，需要更有系統的研究方法訓練。隨機分組亦導致成員能力不均，降低了合作效率。部份學生在資源使用與情緒管理方面亦顯得較為薄弱，進一步削弱其學習投入。課程定位與職業發展期望之間的落差對學習動機構成不利影響。 （四）學生建議課程可加強案例教學與實踐機會，增設研究方法進階訓練，並優化評價設計。採用更多元的評估形式。同時，應明確學術型與專業型課程的培訓目標，建立清晰的課程命名與專業認證制度，以提高學歷認受性及學生未來的就業競爭力。 最後，根據研究結果，本文提出若干針對澳門教育碩士課程之優化建議。並指出未來可延伸之研究方向，以持續深化對本澳教育碩士學習體驗的理解與關注。  THIS STUDY ADOPTED A QUALITATIVE RESEARCH APPROACH TO EXPLORE THE LEARNING EXPERIENCES OF SECOND-YEAR MASTER OF EDUCATION STUDENTS IN MACAO. IT INVESTIGATED THE FACTORS THAT INFLUENCED THEIR LEARNING EXPERIENCES, THE CHALLENGES AND DIFFICULTIES ENCOUNTERED DURING THEIR STUDIES, AND THEIR EXPECTATIONS FOR CURRICULUM IMPROVEMENT. THROUGH SEMI-STRUCTURED IN-DEPTH INTERVIEWS WITH TEN MASTER OF EDUCATION STUDENTS, THE COLLECTED DATA WAS ORGANIZED AND ANALYZED TO THOROUGHLY ADDRESS THE RESEARCH QUESTIONS AND SUMMARIZE THE RESEARCH FINDINGS. THE RESULTS INDICATE THAT: 1. FINDINGS INDICATED THAT WHILE PARTICIPANTS GENERALLY AFFIRMED THE PROGRAMME’S CONTRIBUTION TO ENHANCING THEIR PROFESSIONAL KNOWLEDGE AND PRACTICAL SKILLS, THEY ALSO IDENTIFIED A CLEAR IMBALANCE BETWEEN THEORETICAL INSTRUCTION AND PRACTICAL APPLICATION, PARTICULARLY IN THE AREA OF STATISTICAL ANALYSIS AND RESEARCH METHODOLOGY. POSITIVE STUDENT-TEACHER INTERACTIONS AND PEER COLLABORATION WERE SEEN TO SUPPORT MOTIVATION AND LEARNING OUTCOMES. HOWEVER, ISSUES SUCH AS ROLE CONFLICT IN GROUP WORKS, UNEQUAL TASK DISTRIBUTION, AND INSUFFICIENT TEACHER GUIDANCE NEGATIVELY IMPACTED THEIR OVERALL EXPERIENCE. 2. KEY FACTORS INFLUENCING STUDENTS’ LEARNING EXPERIENCES INCLUDED TEACHER QUALITY, INSTITUTIONAL SUPPORT, PEER RELATIONSHIPS, AND STRESS RELATED TO TIME MANAGEMENT. TEACHING STRATEGIES AND EDUCATOR’S EXPERTISE WERE FOUND TO DIRECTLY AFFECT COURSE QUALITY, WITH PARTICIPANTS FAVOURING CASE-BASED AND INTERACTIVE TEACHING APPROACHES. HOWEVER, LIMITED ACCESS TO DATABASES AND OUTDATED FACILITIES WERE SEEN AS BARRIERS TO ACADEMIC DEVELOPMENT. WORKING STUDENTS ALSO FACED A CONFLICT OF ROLES BETWEEN THEIR PROFESSIONAL RESPONSIBILITIES AND ACADEMIC COMMITMENTS, WHICH HINDERED THEIR ABILITY TO MAINTAIN ENGAGEMENT. 3. CHALLENGES COMMONLY REPORTED INCLUDED DIFFICULTIES BRIDGING THEORY AND PRACTICE, GAPS IN ACADEMIC PREPAREDNESS, TIME PRESSURES, AND TEAM COLLABORATION ISSUES. CROSS-DISCIPLINARY STUDENTS OFTEN LACKED A STRONG FOUNDATION IN ACADEMIC WRITING AND RESEARCH DESIGN AND EXPRESSED A NEED FOR MORE STRUCTURED RESEARCH TRAINING. RANDOM GROUP ALLOCATION WAS SEEN TO REDUCE GROUP EFFECTIVENESS. ADDITIONALLY, SOME PARTICIPANTS DEMONSTRATED LIMITED CAPACITY FOR RESOURCE USE AND EMOTIONAL REGULATION, AND THIS AFFECTED THEIR LEARNING ENGAGEMENT. MISALIGNMENT BETWEEN COURSE ORIENTATION AND CAREER EXPECTATIONS WAS ALSO A FACTOR IN THE DECLINE IN MOTIVATION. 4. PARTICIPANTS RECOMMENDED INCREASING OPPORTUNITIES FOR CASE-BASED LEARNING AND HANDS-ON EXPERIENCE, AS WELL AS ENHANCING RESEARCH TRAINING AND DIVERSIFYING ASSESSMENT METHODS. THEY ALSO SUGGESTED CLEARER DISTINCTIONS BETWEEN ACADEMIC AND PROFESSIONAL DEGREE PATHWAYS AND THE ESTABLISHMENT OF A STANDARDISED COURSE NAMING AND A PROFESSIONAL ACCREDITATION FRAMEWORK TO IMPROVE RECOGNITION AND EMPLOYMENT COMPETITIVENESS. BASED ON THE FINDINGS, THIS STUDY PROPOSED SEVERAL RECOMMENDATIONS FOR IMPROVING THE MASTER OF EDUCATION CURRICULUM IN MACAO. FUTURE RESEARCH DIRECTIONS ARE ALSO SUGGESTED THAT MAY DEEPEN AN UNDERSTANDING OF AND SUPPORT THE DEVELOPMENT OF POSTGRADUATE LEARNING EXPERIENCES WITHIN THE LOCAL CONTEXT.