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題名：差異化教學在幼兒教育的思與行
書刊名：課程與教學
作者：吳樎椒 引用關係
作者(外文)：Wu, Su-chiao
出版日期：2014
卷期：17:2
頁次：頁119-140
主題關鍵詞：差異化教學；幼兒教育；幼教師專業發展；Differentiated instruction；Early childhood education；Kindergarten teachers' professional development
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:54
  • 點閱點閱:30
在現今擁有學術多樣性的多元異質幼兒園教室中，差異化教學之實施將可達到兼顧個別差異和以幼兒為中心之哲學觀的目標。臺灣新教育政令雖僅要求中小學實施差異化教學，但國外已有差異化教學在幼兒教育的實務應用論述，亦有研究證據顯示其對幼兒學習有正向幫助。本文運用文獻評析法，第一個部分在釐清差異化教學之意涵與迷思，並將相關研究分為差異化教學對孩子學習的影響和差異化教學的教師專業成長陳述之；並分析出有助於實施適切差異化教學的原則與策略，及教師專業成長的設計與施行方向。第二部分歸納與延伸第一部份的理論基礎與研究證據，提出幼兒教育實施差異化教學的展望：首先，重視教師在差異化教學的專業成長，以有效提升教師實踐知能；再者，融合差異化教學的理念、理論與實務將使主題課程統整具前瞻性；最後，分析文獻中適合幼兒教育之差異化教學原則與策略，並舉例說明如何適用於幼兒園中。
Within the multiple and heterogeneous diversities of learning performances in kindergarten classrooms, the implementation of ＂differentiated instruction＂ (DI) is truly valuable and useful in achieving the individual success under the student-center approach. In Taiwan, DI is required in elementary and secondary classrooms; however, it appears to be beneficial, too, for early childhood education as discussions over this has been for years among professionals both in and out of Taiwan. Past studies showed that DI is essential and beneficial in providing high-quality instruction to young children. Based on an in-depth documentation analysis onto the past studies, this paper categorizes and discusses two major findings. First, a clarification is made upon possible misconceptions and the faithful meanings of DI. Furthermore, these studies are analyzed in two parts: the effects of DI on children’s learning and teachers’ professional development in DI. Some follow-up principles and strategies of DI are also proposed, with effective ways recommended in designing and implementing teachers’ professional development. Based on the above, a three-prong action plan to implement DI in early childhood education suggested is: (1) It is essential to emphasize teachers’ professional development of DI for productive improvements on their practical knowledge and capability. (2) By integrating the philosophy, theory, and practice of DI, the thematic integrated curriculum used in early childhood education would become more successful. (3) Some suitable principles and strategies for early childhood education are proposed for kindergartens, with examples illustrated, too.
期刊論文
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2.黃家杰、陳美芳、陳長益、李乙明、呂金燮(20100300)。教師區分性教學行為觀察量表（學生版）之編製。特殊教育研究學刊，35(1)，63-82。new window  延伸查詢new window
3.陳若男、陳昭儀、潘裕豐(20081200)。臺北市國民小學資優教育區分性教學之探究。資優教育研究，8(2)，1-22。  延伸查詢new window
4.Bender, T.(2008)。Updating higher education's past: 1940 to 2005。The Chronicle of High Education，54(44)，24。  new window
5.Brantlinger, J. H.(1996)。Influence of preservice teachers' beliefs about pupil achievement on attitudes toward inclusion。Teacher Education and Special Education，19(1)，17-33。  new window
6.Clark, P. G.(2002)。Evaluating an interdisciplinary team training institute in geriatrics: Implications for teaching teamwork theory and practice。Educational Gerontology，28(6)，11-28。  new window
7.DeBaryshe, B. D.、Gorecki, D. M.、Mishima-Young, L. M.(2009)。Differentiated instruction to support high-risk preschool learners。NHSA Dialog，12(3)，227-244。  new window
8.Gettinger, M.、Stoiber, K. C.(2012)。Curriculum-based early literacy assessment and differentiated instruction with high-risk preschoolers。Reading Psychology，33(1/2)，11-46。  new window
9.Grimes, K. J.、Stevens, D. D.(2009)。Glass, bug, mud。Phi Delta Kappan，90(9)，677-680。  new window
10.Huebner, T. A.(2010)。What research says about: Differentiated instruction。Educational Leadership，67(5)，79-81。  new window
11.Kapusnick, R. A.、Hauslein, C. M.(2001)。The "silver cup" of differentiated instruction。Kappa Delta Pi Record，37(4)，156-159。  new window
12.Kelly, A.(2007)。Differentiating instruction to include all students。Preventing School Failure，51(3)，49-54。  new window
13.Levy, H. M.(2008)。Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards。The Clearing House: A Journal of Educational Strategies, Issues and Ideas，81(4)，161-164。  new window
14.Leyser, Y.、Ben-Yehuda, S.(1999)。Teachers use of instructional practices to accommodate student diversity: Views of Israeli, general and special educators。International Journal of Special Education，14，81-95。  new window
15.Lockwood, A. T.(2002)。Book review of tracking: Conflicts and resolutions by。Roeper Review，24(3)，128。  new window
16.Morse, T. E.(2000)。Ten events that shaped special education's century of dramatic change。International Journal of Educational Reform，9(1)，32-38。  new window
17.Strong, R.、Perini, M.、Silver, H.、Thomas, E.(2004)。Creating a differentiated mathematics classroom。Educational Leadership，61(5)，73-78。  new window
18.Tomlinson, C. A.(2006)。An alternative to ability grouping。Principle Leadership，6(8)，31-32。  new window
19.VanTassel-Baska, J.、Feng, A. X.、Brown, E.、Bracken, B.、Stambaugh, T.、French, H.、Bai, W.(2008)。A study of differentiated instructional change over three years。Gifted Child Quarterly，52(4)，297-312。  new window
20.Watts-Taffe, S.、Laster, B. P.、Broach, L.、Marinak, B.、Connor, C. M.、Walker-Dalhouse, D.(2012)。Differentiated instruction: Making informed teacher decisions。The Reading Teacher，66(4)，303-314。  new window
21.高振耀(20100300)。從資優教育的角度探討區分性教學。資優教育，114，16-21。  延伸查詢new window
22.Anderson, K. M.(2007)。Differentiating instruction to include all students。Preventing School Failure，51(3)，49-54。  new window
23.Gamoran, Adam、Weinstein, Matthew(1998)。Differentiation and opportunity in restructured schools。American Journal of Education，106(3)，385-415。  new window
24.Tieso, C.(2005)。The effects of grouping practices and curricular adjustments on achievement。Journal for the Education of the Gifted，29(1)，60-89。  new window
25.Wertheim, C.、Leyser, Y.(2002)。Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teachers。The Journal of Educational Research，96(1)，54-63。  new window
26.Tomlinson, C. A.、Kalbfleisch, M. L.(1998)。Teach me, teach my brain: A call for differentiated classrooms。Educational Leadership，56(3)，52-55。  new window
27.Scott, B.、Vitale, M. R.、Masten, W. G.(1998)。Implementing instructional adaptations for students with disabilities in inclusive classrooms。Remedial and Special Education，19(2)，106-119。  new window
28.Schoenfeld, A. H.(1999)。Looking toward the 21st century: Challenges of educational theory and practice。Educational Researcher，28(7)，4-14。  new window
29.黃政傑、張嘉育(20100700)。讓學生成功學習：適性課程與教學之理念與策略。課程與教學，13(3)，1-22。new window  延伸查詢new window
會議論文
1.郭靜姿(2004)。學生異質、老師資優-克服學生能力殊異的教學法。資優教育方案的落實與推展研討會，國立臺灣師範大學特殊教育中心（主編） 。臺北：國立臺灣師範大學特殊教育中心。3-13。  延伸查詢new window
研究報告
1.吳樎椒(2005)。幼稚園教師對統整課程之哲學、理論及實務層面之知覺研究--以臺中市某私立幼稚園為例 (計畫編號：NSC93-2413-H-468-002)。嘉義縣：國立嘉義大學。  延伸查詢new window
學位論文
1.柯俊吉(2008)。臺北縣國小教師區分性教學實施現況之研究(碩士論文)。國立臺北教育大學，新北市。  延伸查詢new window
2.連秀敏(2010)。幼兒數學主題式差異性教學之研究(碩士論文)。國立臺東大學，臺東。  延伸查詢new window
3.黃圓婷(2009)。國小教師參與區分性教學方案轉變歷程之探究(碩士論文)。臺北市立教育大學，臺北。  延伸查詢new window
4.Baumgartner, T.、Lipowski, M.、Rush, C.(2003)。Increasing reading achievement of primary and middle school students through differentiated instruction(碩士論文)。Saint Xavier University。  new window
5.Brennan, S. A.(2008)。Differentiated instruction and literacy skill development in the preschool classroom(博士論文)。Iowa State University，IA, USA。  new window
圖書
1.Roberts, J. L.、Inman, T. F.(2007)。Strategies for differentiating instruction: Best practices for the classroom。Waco, Texas：Prufrock Press。  new window
2.教育部(2012)。十二年國民基本教育：開啟孩子的無限可能。臺北市：教育部。  延伸查詢new window
3.Gregory, G. H.、Chapman, C.(2007)。Differentiated instructional strategies: One size doesn't fit all。Corwin Press。  new window
4.陳幗眉、洪福財(2009)。兒童發展與輔導。臺北：五南。  延伸查詢new window
5.Alberta Education(2010)。Making a difference: Meeting diverse learning needs with differentiated instruction。Edmonton, AB：Alberta Education。  new window
6.Armstrong, T.(2012)。Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
7.Chapman, C.、King, R.(2008)。Differentiated instructional management: Work smarter, no harder。Thousand Oaks, CA：Corwin Press。  new window
8.Darling-Hammond, L.、Wise, A. E.、Klein, S. P.(1999)。A license to teach: Raising standards for teaching。San Francisco, CA：Jossey-Bass。  new window
9.Guy, R. L.(1975)。Psychology for teaching a bear sometimes faces the front。Belmont, CA：Wadsworth。  new window
10.Hamm, M.、Adams, D.(2008)。Differentiated instruction for K-8 math and science: Ideas, activities, and lesson plans。Larchmont, NY：Eye on Education。  new window
11.McQuarrie, L.、McRae, P.、Stack-Cutler, H.(2008)。Choice, complexity, creativity: Differentiated instruction provincial research review。Edmonton, AB：Alberta Initiative for School Improvement, Alberta Education。  new window
12.National Association for the Education of Young Children(2009)。Developmentally appropriate practice in early childhood programs serving children from birth through age 8: A position statement。Washington, DC：National Association for the Education of Young Children。  new window
13.Ontario Ministry of Education(2007)。Combined grades: Strategies to reach a range of learners in kindergarten to grade 6。Ontario Ministry of Education。  new window
14.Sousa, D. A.、Tomlinson, C. A.(2011)。Differentiation and the brain: How neuroscience supports the learner-friendly classroom。Bloomington, IN：Solution Tree Press。  new window
15.Stevenson, W. J.(1992)。Introduction to management science。Homewood, IL：Richard D. Irwin。  new window
16.Tomlinson, C. A.、Allan, S. D.(2000)。Leadership for differentiating schools and classrooms。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
17.Tomlinson, C. A.、Edison, C. C.(2003)。Differentiation in practice grades K-5: A resource guide for differentiating curriculum。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
18.Tomlinson, C. A.、Imbeau, M. B.(2010)。Leading and managing a differentiating classroom。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
19.Wheelock, A.(1992)。Crossing the tracks: How untracking can save America's schools。New York, NY：The New Press。  new window
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22.Wolfinger, D. M.、Stockhard, J. W.(1997)。Elementary methods: An integrated curriculum。New York：Longman。  new window
23.Gardner, H.(1983)。Frames of mind: The theory of multiple intelligences。NY：Random House。  new window
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25.周淑惠(2006)。幼兒園課程與教學：探究取向之主題課程。臺北：心理出版社。  延伸查詢new window
圖書論文
1.Purcell, T.、Rosemary, C.(2007)。Differentiating instruction in the preschool classroom: Bridging emergent literacy instruction and developmentally appropriate practice。Achieving excellence in preschool literacy instruction。New York, NY：Guilford Press。  new window
2.Riley, T. L.(2005)。Teaching gifted and talented students in regular classrooms。Methods and materials for teaching the gifted。Waco, TX：Prufrock。  new window
3.Tomlinson, C. A.(2007)。Differentiated instruction。Critical issues and practices in gifted education: What the research says。Waco, TX：Prufrock Press。  new window
4.VanTassel-Baska, J.(2003)。Content-based curriculum for high ability learner: An introduction。Content-based curriculum for high ability learners。Waco, TX：Prufrock。  new window
5.Williams, L.(1999)。Determining the early childhood curriculum: The evolution of goals and strategies through consonance and controversy。The early childhood curriculum: Current findings in theory and practice。New York, NY：Teachers College Press。  new window
 
 
 
 
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