國民小學階段重要教學原則及其實踐經驗__臺灣人文及社會科學引文索引資料庫

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參考文獻

題名：	國民小學階段重要教學原則及其實踐經驗
作者：	高博銓
作者(外文)：	Kao Po Chuan
校院名稱：	國立臺灣師範大學
系所名稱：	教育研究所
指導教授：	單文經
學位類別：	博士
出版日期：	2002
主題關鍵詞：	教學；教學原則；teaching；the principles of teaching
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:27

摘要
本研究主要是採取文獻分析、理論探究、以及焦點團體訪談的方法，來探討國民小學階段中，重要的教學原則，同時瞭解其在實際教學活動中的實踐經驗。
首先，研究者分別從教學活動的準備階段、執行階段、以及評估階段來進行分析，指出教學各階段中的重要實施原則。準備階段的教學原則是：(1)擬定適當的教學目標；(2)編選符合目標的課程；(3)評估學生的先備條件；(4)掌握學習內容的意義；(5)準備適當的教學器材；以及(6)規劃縝密的教學流程。執行階段的教學原則是：(1)營造良好的班級氣氛；(2)提供充裕的學習機會；(3)指出明確的學習重點；(4)呈現紮實的學習內容；(5)進行智慧的教學對話；(6)實施充分的練習活動；(7)提供高度的鷹架支持；(8)教導有效的學習策略；(9)安排合作的學習活動；(10)懷抱適當的教師期望；(11)設計新奇的教學刺激；以及(12)運用差異的教學策略。評估階段的教學原則是：(1)涵蓋綜合的學習內容；(2)掌握全程的學習概況；(3)運用真實的教學評量；(4)實施有效的評量方法；(5)採取多樣的評量策略；(6)鼓勵創新的反省思考；(7)注重關懷的反省思考；(8)強化批判的反省思考；(9)重視縝密的反省思考；以及(10)強調合作的反省思考。至於綜觀教學活動各階段所歸納出來的整體性教學原則則包括：(1)做好充分的教學準備；(2)提供豐富的學習支援；(3)涵育優質的學習文化；(4)運用有效的教學策略；(5)採取適當的教學評量；以及(6)強調積極的反省思考。
其次，除了上述所提出的諸項教學原則外，本研究也對於這些教學原則的應用以及未來相關研究的實施，提出了一些建議。就前者來說，應用教學原則時，應該朝幾個方向努力：(1)體察社會環境的變遷，靈活運用各項的原則；(2)涵育優質的學校文化，增進諸項原則的應用；(3)加強教師的專業知能，發揮原則的實質功能；(4)掌握各層面的原則，擴大學習教學的效果；(5)鼓勵專業性的對話，促進彼此的經驗交流；(6)善用原則的檢核功能，改善教學的品質。
最後，對於未來相關研究的進行，本研究則臚列了幾項作法：(1)評估焦點團體訪談的數量，確保整個研究的效能；(2)選擇特定研究領域，探討相關的教學原則；(3)檢視我國教學原則的演變，掌握亙古不變的律則；(4)

以文找文

A Study on the Important Principles of Teaching and Their Practical Application in Elementary Schools
Abstract
The dissertation aimed at analyzing important principles of teaching and investigating their practical application in elementary schools by using multiple methods, such as literature reviews, theoretical analysis and focus group interviews.
Firstly, The researcher emphasized on the analysis of teaching process, and investigated the important principles of teaching by analyzing teaching activities─including preparatory stage, executive stage and evaluative stage of teaching process. In respect of the principles of preparatory stage, such principles of teaching as follows were mainly harnessed: (1) to draft out appropriate goals of teaching; (2) to design curriculum suited for objectives; (3) to assess the prerequisite of students; (4) to lay hold of the meaning of learning; (5) to prepare for adequate teaching aids. With respect to the principles of executive stage, the following principles were highly employed: (1)to create supportive classroom climate; (2) to provide ample opportunity to learn; (3 to show key points of learning; (4) to present coherent content; (5) to give a thoughtful discourse; (6) to display abundant practice activities; (7) to administer active scaffolding; (8) to teach effective learning strategies; (9) to arrange cooperative learning; (10) to establish appropriate expectations; (11) to find innovative stimulus to learn; (12) to use differentiated teaching strategies. As for the principles of evaluative stage, the principles of learning and teaching as follows were prevalent: (1) to include comprehensive learning; (2) to closely monitor all of the learning; (3) to use authentic assessment; (4) to apply effective methods of evaluation; (5) to adopt multiple evaluative strategies; (6) to encourage creative reflection; (7) to value caring reflection; (8) to stress on critical reflection; (9) to put emphasis on contemplative reflection; (10) to promote collegial reflection. To synthesize three stages of the teaching process, the researcher inferred such holistic principles of teaching as follows: (1) to make ample preparation for teaching; (2) to provide extensive support for learning; (3) to diffuse quality learning culture; (4) to use effective teaching strategies; (5) to adopt appropriate evaluation; (6) to emphasize active reflection.
Secondly, the researcher offered some suggestions for applying the principles of teaching to elementary schools in Taiwan. Such suggestions are as follows: (1) to know the rapidly changing society and wisely use principles; (2) to cultivate quality school climate and improve the application of principles; (3) to upgrade teacher’s pedagogical expertise and exercise principles’ function; (4) to grasp the gist of principles and enlarge the effect of learning and teaching. (5) to encourage professional discourse and extract experience from mutual exchange; (6) to make good use of the checklist of principles and improve the quality of learning and teaching.
Finally, for future research, the researcher should take these tips, which are: (1)to carefully decide the numbers of focused group interview and ensure the efficiency of the study;(2)to choose specific domains and investigate the education-related principles of teaching;(3)to review the change of principles of teaching in Taiwan and take hold of the eternal principles of teaching;(4)to adopt practice-oriented research strategies and develop practical and feasible principles of teaching.

以文找文

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3.	學習共同體與講述教學對國小高年級學童社會學習領域學習成效之比較研究
4.	十二年國民基本教育政策的系譜學分析
5.	國小教師身分認同之敘事探究——不同師資培育背景教師的經驗故事
6.	社區資源融入國小五年級英語課程設計之行動研究
7.	高雄市國民小學校長人格特質、課程領導、組織創新與學校效能關係之研究
8.	澎湖縣國中小教育實務與困境之研究
9.	國民小學教師文化之理論模式建構
10.	一位國小校長推動攜手計畫課程與教學領導之研究
11.	從全人教育觀點探討台南市國小低年級實施多元評量之研究
12.	國中健康與體育學習領域教師評鑑之研究
13.	國小教師國語文專業增能課程之設計及實施研究：教學實踐取向
14.	宜蘭縣國民小學優質教育學校環境規劃圖像之研究
15.	1980年代後義務教育改革政策的趨勢研究—澳洲、日本與台灣之比較

1.	「藝術統整課程」理論與實踐之研究
2.	科技與學習 : 理論與實務
3.	教育政策與評鑑研究 : 追求卓越
4.	國小教師在課程領域的專業身份認同研究
5.	遊戲融入的多元文化教學設計
6.	後現代教育行政倫理的危機轉機
7.	多元評量
8.	教育哲學辨義與科技對話
9.	百年來教學生態的蛻變與突破
10.	課程改革與教師培訓
11.	國民中學教師對九年一貫課程改革的認知與態度以及研習的效應
12.	論革新課程實驗之難成
13.	教育改革性質的歷史分析
14.	視覺藝術教育評量
15.	國民中學綜合活動學習領域教師教學歷程分析之研究

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