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題名：A Study of Design the“Individualized Instruction Model based on Student's Learning Style”: Take the Unit“the Area of Triangle and Trapezoid”of Math in Elementary School as an Example
書刊名：國民教育學報
作者：陳國泰 引用關係
作者(外文)：Chen, Kuo-tai
出版日期：2007
卷期：4:2
頁次：頁215-239
主題關鍵詞：學習式態；個別化教學；數學；國小；Learning style；Individualized instruction；Math；Elementary school
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本文的主要目的，乃在將「學習式態」與「個別化教學」兩種理念結合為一，以建構一種有效教學的個別化教學模式；而主要的研究方法，是採文獻探討與理論分析的方式。從文獻探討中發現，個別化教學的精髓不同於個別教學。個別教學是指一對一的教學，但個別化教學並不考慮其形式上是否一對一（常常是集體教學），而是強調在教學過程中，適應並注意個性的發展。在強調適應學生個別差異的聲浪中，學者已注意到「學習式態」的探討，認為它才是攸關教學成效的重要因素；而所謂「學習式態」，簡言之，即是一個人最喜歡、最習慣的學習方式。因此，如何將學生的學習式態納入個別化的教學中，已是當前教學研究的極重要課題。本文即試著將「個別化教學」與「學習式態」兩種理念結合，建構一套「以學生學習式態為基礎的個別化教學模式」，並以國小五年級上學期數學科「三角形和梯形的面積」此一單元為例，將本教學模式應用至該單元教學中。教學模式的設計把學習式態的概念納入個別化的教學中，使其成為一個真正適應個別差異的教學模式。在設計上，除重視學習式態與個別化教學的精神外，亦以一種系統化教學的觀點，同時將「教學目標」、「分析教材地位」、「先前知識的評估」、「評鑑」與「診斷」納入模式中，以提升教學成效。具體言之，本教學模式主要分成八個步驟，每個步驟皆有其重點，分別是：1.設定單元目標；2.分析教材地位；3.學生「學習式態」與「先前知識」的評估；4.設計教學情境與分派學習場所；5.個別化的教學活動－－核心教材；6.個別化的教學活動－－選習教材；7.評鑑；8.診斷。
The purpose of this study is to combine the conceptions of learning style and individualized instruction to construct an effective individualized instruction model. Theoretical and documentary analyses are employed as main research methods. From literature review, the researcher (the author of this study) finds that individualized instruction is different tutoring. Tutoring is one-on-one teaching, but individualized instruction won't be focused whether the way teaching is one on one or not. Instead, the emphasis of individualized instruction is to adapt and notice the development of individual from the teaching process. Moreover, from the raising of the issue that emphasizes on adapting students' individual differences, scholars have been aware of the discussion of learning style and they think it is the important element of teaching outcomes. In a word, learning style is one's favorite and most accustomed learning style. Therefore, how to involve student's learning style in individualized instruction is the most important issue of teaching research today. This study is tried to combine the conceptions of learning style and individualized instruction to construct an "Individualized Instruction Model based on Student's Learning Style"! and applies the instruction model to the unit "the area of triangle and trapezoid"! of Math for the first semester of fifth grade of elementary school. The design of the instruction model involves learning style in individualized instruction to make it become a teaching model which really adapts individual differences. For the design, not only the spirit of learning style and individualized instruction are emphasized but also learning objective, material analysis, pre-knowledge evaluation, assessment and diagnosis are involved in the model by using the point of view of a systematical instruction to achieve the teaching outcomes effectively. Concretely to say, the instruction model is divided into eight main steps and each step is with its won emphasis: 1. Unit objectives setup; 2. Material analysis; 3. Evaluation on student's learning style and pre-knowledge; 4. Instructional situation design and place allocation for learning; 5. Individualized instructional activity: core material; 6. Individualized instructional activity: selective material; 7. Assessment; 8. Diagnosis.
期刊論文
1.Chen, T. S.(1992)。Individualized teaching and complete learning strategy。Inservice Education Bulletin，9(5)，17-23。  new window
2.Ding, H. T.(1997)。The extract of individualized teaching researches。Educational Information Digest，40(3)，3-13。  new window
3.Hou, Y. L.(1984)。New teaching strategies to promote teaching effectiveness: Understanding students' learning styles and designing suitable teaching activities。A Tribune for Elementary Education，103，69-76。  new window
4.Jenkins, J. M.(1991)。Learning style: recognizing individualityWinter，3-6。  new window
5.Kuo, T. Y.(1985)。The design and application of "The teaching model based on students' cognitive framework。Educational Review，11，351-378。  new window
6.Lin, S. C.(1985)。A study of junior high school students' learning style related factors and its relationship with school educational attitude and academic performance。Educational Review，6，41-94。  new window
7.Smith, L. H.、Renzulli, J. S.(1984)。Learning style preferences: A practical approach for classroom teachers。Theory into Practice，23(1)，44-50。  new window
8.Snyder, R. F.(2000)。The relationship between learning styles/ multiple intelligence and academic achievement of high school students。High School Journal，83，11-20。  new window
9.Swisher, K.、Deyhle, D.(1987)。Styles of learning and learning of styles: Education conflicts for American Indian/ Alaskan native youth。Journal of Multilingual and Multicultural Development，8(4)，346-360。  new window
10.Wakefield, A. P.(1993)。Learning styles and learning dispositions in public schools: Some implications of preference。Education，113，402-406。  new window
11.Wu, P. H.(1998)。Exploration of learning style theory。Guidance of Elementary Education，37(5)，47-53。  new window
12.Byrnes. J.(1993)。Aboriginal learning styles and Adult education: Is a synthesis possible?。Australian Journal of Adult and Community Education，33(3)，157-171。  new window
13.Corson, D.(1993)。Restructuring minority schooling。Australian Journal of Education，37(1)，46-48。  new window
14.Demirbas, O. O.、Demirkan, H.(2003)。Focus on architectural design process through learning styles。Design Studies，24(5)，437-456。  new window
15.Latham, A. S.(1997)。Responding to cultural learning styles。Education Leadership，54，88-89。  new window
16.Park, C. C.(2000)。Learning style preferences of Southeast Asian students。Urban Education，35(3)，245-268。  new window
17.Ryan, J.(1992)。Aboriginal learning styles: A critical review。Language, Culture and Curriculum，5(3)，161-183。  new window
18.Shaughnessy, M. F.(1998)。An interview with Rita Dunn about learning styles。The Clearing House，71，141-145。  new window
會議論文
1.Nuby, J. F.、Oxford, R. L.(1996)。Learning style preferences of Native American and African-American secondary students as measured by the MBTI。The Annual Meeting of the Mid-South Educational Research。Tuscaloosa。  new window
2.Keefe, J. W.、Languis, M. L.(1983)。Operation definitions。The NASSP Learning Style Task Force。Reaton, Va。  new window
學位論文
1.Cho, H. T.(2002)。Learning style based adaptive e-learning model for high school(碩士論文)。National Chung Cheng University。  new window
2.Huang, Y. C.(2005)。The investigation about how the integrated teaching between health and physical education and information technology affects learners' learning achievement among different learning styles(碩士論文)。National Pingtung University of Education，Pingtung, Taiwan。  new window
3.Huang, Y. Z.(1991)。A comparative study on learning style and school adaptation of junior high school gifted students and common students(碩士論文)。National Taiwan Normal University，Taipei, Taiwan。  new window
4.Su, C. H.(2006)。The relationship between the learning styles of design students and their design thinking(碩士論文)。Tatung University，Taipei, Taiwan。  new window
5.Tsai, T. H.(1996)。A study of relationship between learning styles and learning strategies of elementary school students with mathematics learning disabilities(碩士論文)。National Taiwan Normal University，Taipei, Taiwan。  new window
圖書
1.Gronlund, N. E.(1974)。Individualizing classroom instruction。N. Y.：Macmillan Publishing Co., Inc.。  new window
2.Lin, S. C.(1995)。New teaching theories and strategies: Individualized and post-individualized teaching in the liberal and open society。Taipei：Wu-Nan Culture Enterprise。  new window
3.Li, Y. Y.(1989)。Teaching principles。Taipei：Yuan-Liou Publishing Co., Ltd.。  new window
4.Lin, P. S.(1990)。Teaching theory: theories and methods。Taipei：Wu-Nan Culture Enterprise。  new window
5.Turnbull, A. P.、Strickland, B. B.、Brantley, J. C.(1982)。Developing and implementing individualized education programs。Charles E. Merrill Publishing Co.。  new window
6.Bloom, B. S.(1956)。Taxonomy of educational objectives, classification of educational goals。New York：David Mckay。  new window
7.Joyce, B.、Weil, M.(1996)。Models of teaching。Englewood Cliffs, NJ：Prentice-Hall。  new window
8.Keefe, J. W.(1987)。Learning style: Theory and practice。Reston, VA：National Association of Secondary School Principals。  new window
單篇論文
1.Dunn, R.，Griggs, S. A.(1996)。Hispanic-American students and learning style(ED 393607)。  new window
2.Swisher, K.(1991)。American Indian/ Alaskan native learning styles: Research and practice(ED 335175)。  new window
3.Tamaoko, K(1987)。Gender differences in learning styles of Cree, Dens and Metis Students(ED 336229)。  new window
圖書論文
1.Andrew, R. H.(1991)。Insights into education: An elementary principal's perspective.。Hands on approaches to learning styles: Practical approaches to successful schooling。New Wilmington, PA：Association for the Advancement of International Education。  new window
2.Wang, H. L.(1997)。Teaching methods of individualized instruction。Teaching principles。Taipei：Shih-Ta Bookstore。  new window
3.Irvine, J. J.、York, D. E.(1995)。Learning styles and cultural diverse students: A literature review。Handbook of research on multicultural education。New York：Macmillan。  new window
4.Timm, J. T.(1996)。Cultural styles or learning styles?。Four perspectives in multicultural education。Belmont, Calif：Wadsworth Publishing Company。  new window
 
 
 
 
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