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題名：優質教學釋義與啟示
書刊名：教育研究與發展期刊
作者：簡紅珠
作者(外文)：Chien, Hong-chu
出版日期：2006
卷期：2:2
頁次：頁1-17
主題關鍵詞：優質教學；分化式教學；學課研究；教學評鑑；教師專業發展；Quality teaching；Differentiated instruction；Lesson study；Evaluation of teaching；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(13) 博士論文(2) 專書(1) 專書論文(1)
  • 排除自我引用排除自我引用:10
  • 共同引用共同引用:61
  • 點閱點閱:98
本文旨在闡釋Fenstermacher與Richardson對優質教學的詮釋，並參考此詮釋，提出優質教學對我國教師的課室教學、專業成長、與教學評鑑的一些啟示。根據Fenstermacher與Richardson的詮釋，優質教學結合良好教學與成功教學兩種特質，不但對學習者要敏感，也要求學生學習表現良好。優質教學對我國教師的課室教學、專業成長、和教學評鑑的啟示如下: 一、在強調學科或領域的學習成就之際，也應重視分化式教學； 二、為達優質教學，教師應加強對學生的學習與認知思考的「看」、「聽」、和「讀」; 三、教師專業發展應與教師課堂教學和學生學習直接相關，日本教師專業成長活動「學課研究」，可資仿效；四、教學品質的評定應從多重面相去考量。
This article tries to illustrate the interpretation of quality teaching by Fenstermacher and Richardson and to draw some implications of quality teaching for classroom teaching, professional development, and evaluation of teaching in Taiwan. According to Fenstermacher and Richardson, quality teaching can be understood as an integration of both good and successful teaching with good teaching being learner sensitive while successful teaching being learning dependent. The implications of quality teaching are as follows: 1.Differentiated instruction is recommended to practice along with standardization of individual differences and teaching to the test in current curricular and teaching practice; 2.To obtain quality teaching, teachers should be able to see, to hear, and to read their students’ minds and learning; 3. Professional development should be targeted and directly related to teachers’ classroom teaching and students’ learning. Lesson Study, a Japanese form of professional development, could be a good alternative for professional development in our schools; 4. The quality of teaching must be assessed multi-dimensionally.
期刊論文
1.Watanabe, T.(2002)。Learning from Japanese lesson study。Educational Leadership: Journal of the Department of Supervision and Curriculum Development, N. E. A.，59(6)，36-39。  new window
2.Levitt, K. E.(2002)。An analysis of elementary teachers' beliefs regarding the teaching and learning of science。Science Education，86(1)，1-22。  new window
3.Nuthall, G.(2004)。Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap。Harvard Educational Review，74(3)，273-307。  new window
4.Fenstermacher, G.、Richardson, V.(2005)。On making determinations of quality in teaching。Teachers College Record，107(1)，186-213。  new window
5.簡紅珠(20041100)。從教學的道德性與藝術性論教學評鑑的盲點與限制。教育研究，127，55-62。new window  延伸查詢new window
6.Kennedy, M. M.(2006)。From teacher quality to quality teaching。Educational Leadership，63(6)，14-19。  new window
7.Prawat, R. S.(1992)。Teachers' beliefs about teaching and learning: a constructivist perspective。American Journal of Education，100(3)，353-395。  new window
8.Lewis, C.、Perry, R. R.、Murata, A.(2006)。How should research contribute to instructional improvement? The case of lesson study。Educational Researcher，35(3)，3-14。  new window
9.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
10.Ball, D. L.(1996)。Integrity in teaching: Recognizing the fusion of the moral and intellectual。American Educational Research Journal，33(1)，155-192。  new window
11.Hopkins, D.,、Stern, D.(1996)。Quality teachers, quality schools: International perspectives and policy implications。Teaching and Teacher Education，12，501-517。  new window
12.Marzano, R. J.,、Costa, A. L.(1998)。Question: Do standardized test measure general cognitive skills?。Answer: no. Educational Leadership，55(8)，66-71。  new window
13.Tomlinson, C. A.(1992)。Reconcilable differences: Standards-based teaching and differentiation。Educational Leadership，58(1)，6-11。  new window
14.Wehrmann, K. S.(2000)。Baby steps: A beginner’s guide。EducationalLeadership，58(1)，20-23。  new window
圖書
1.Ravitch, D.(1995)。National standards in American education: A citizen's guide。Washington, DC：Brookings Institution。  new window
2.簡紅珠(19920000)。教學研究的主要派典及其啟示之探析。高雄：復文圖書出版社。new window  延伸查詢new window
3.Wittrock, M. C.(1986)。Handbook of research on teaching。New York, NY：Macmillan。  new window
4.Stigler, J. W.、Hiebert, J.(1999)。The teaching gap: best ideas from the world's teachers for improving education in the classroom。New York：Free Press。  new window
5.單文經(1995)。教學的本義與引伸義教學原理。台北。  延伸查詢new window
6.Ball, D. L.(1997)。What do students know? Focusing challenges of distance, context, and desire in trying to hear children。International handbook of teachers and teaching。Boston。  new window
7.Fischler, H.(1994)。Concerning the difference between intention and action: Teachers conceptions and actions。Teachers’ minds and actions: Research on teachers’ thinking and practice。London。  new window
8.Fischler, H.(1999)。The impact of teaching experiences on student-teachers’ and beginning teachers’ conceptions of teaching and learning science。Researching teaching: Methodologies and practices for understanding pedagogy。London。  new window
9.Marton, F.(1994)。On the structure of teachers’ awaremess。Teachers ‘minds and actions: Research on teachers thinking and practice。London。  new window
10.Omstein, A. C.(2003)。Teaching and teacher accountability。Contemporary issues in curriculum(3rd ed.)。Boston。  new window
圖書論文
1.Fenstermacher, G. D.(1986)。Philosophy of research on teaching: Three aspects。Handbook of research on teaching。Collier Macmillan Publishers。  new window
2.Eisner, E.(2003)。What does it mean to say that a school is doing well。Contemporary issues in curriculum。Boston：Pearson Education。  new window
 
 
 
 
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