臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：矛盾趨動擴展學習：差異化教學的實踐轉化
書刊名：課程與教學
作者：林佩璇
作者(外文)：Lin, Pei-hsuan
出版日期：2017
卷期：20:4
頁次：頁117-150
主題關鍵詞：差異化教學；實踐轉化；矛盾；擴展學習；Differentiated instruction；Practical transformation；Contradiction；Expansive learning
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(7) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:44
  • 點閱點閱:4
面對教育改革帶來的擾動，課室中的教師可能消極迴避、負面回應，也可能面對矛盾顯現再創的動能。過去研究教學改變，較關注於特定期間的行為改變，少正視矛盾引發的再造歷程。本研究從文化歷史取向，進入差異化教學課室，探討教師嘗試新方法，面臨的矛盾及實踐轉化的特性。研究指出教師進行差異化教學，除了主體經歷理論的魔咒、見山不是山的困惑及改變的孤立感外，也與學校規則競逐，挑戰社會中支配文化，更觸及校外系統的敏感性，教學上需審慎加以應對。因此，教師在課室中的實踐轉化，不是「改頭換面」的翻轉，而是和既存文化脈絡、社會價值、理論、學校結構和群體逐漸協商擴展的歷程。謙和面對矛盾的擴展學習會是教學活動持續改進的動能。
New educational reform brings disturbances to schools and classrooms. Teachers in classrooms might adopt several strategies to manage disturbances: avoiding, complaining, or engaging in open conflict and attempting new innovations. In the past, research on teaching innovation focused on the change of teachers' behavior during a given time and ignored their transformative process driven by the contradictions. With cultural-historical perspective, this case study conducted a differentiated instruction classroom for one year. It aims at investigating the contradictions emerged when a teacher implements new teaching methods and the features of practical transformation. This study found several types of contradictions in differentiated instruction classroom, such as inner contradictions of a teacher, contradictions among classroom rules, social value, and external institutes. The contradictions challenged the teachers' habitus and made her reflect upon routine activities being proceeded. This study argues that practical transformation is progressive expansion from the conventional. Taking contradictions as motive power for expansive learning would be the critical base of practical transformation of teaching.
期刊論文
1.Roth, W. M.、Lee, Y. J.(2007)。"Vygotsky's neglected legacy": Cultural-historical activity theory。Review of Educational Research，77(2)，186-232。  new window
2.李真文、羅寶鳳(20130900)。學習共同體為基的差異化教學探究。教育研究月刊，233，21-36。new window  延伸查詢new window
3.Murphy, E.、Manzanares, M. R.(2008)。Contradictions between the virtual and physical high school classroom: A third-generation activity theory perspective。British Journal of Educational Technology，39(6)，1061-1072。  new window
4.顏惠君、Lupo, Sarah Macaleer(20130900)。滿足學生學習需求，落實教育機會均等：美國維州一所公立高中實施差異化教學之經驗與啟示。教育研究，233，121-138。new window  延伸查詢new window
5.葉錫南(20130900)。英文科差異化教學之理念與實施。教育研究，233，37-48。new window  延伸查詢new window
6.McNichol, J.、Blake, A.(2013)。Transforming teacher education, an activity theory analysis。Journal of Education for Teaching，39(3)，281-300。  new window
7.The Center for Comprehensive School Reform and Improvement(2009)。A look at differentiating instruction: Tips for teachers。News Letter。  new window
8.Scigliano, Deborah、Hipsky, Shellie(2010)。3 ring circus of differentiated instruction。Kappa Delta Pi Record，46(2)，83-86。  new window
9.Feryok, A.(2009)。Activity theory, imitation, and their role in teacher development。Language Teaching Research，13(3)，279-299。  new window
10.Ladson-Billings, G.(1995)。But that's just good teaching! The case for cultural relevant pedagogy。Theory into practice，34(3)，159-165。  new window
11.Stinnett, J.(2012)。Emerging voices: Resignation expertise: An activity theory perspective on representation in critical ethnography。College English，75(2)，129-149。  new window
12.Tisdell, C.(2006)。Knowledge about a species, conservation status and funding for its preservation: analysis。Ecol Modell，198，515-519。  new window
13.陳佩英、曾正宜(20110600)。探析專業學習社群的展化學習經驗與課程創新行動--活動理論取徑。教育研究集刊，57(2)，39-84。new window  延伸查詢new window
會議論文
1.林佩璇(2014)。回應學生差異的階層教學。十二年國民基本教育課程與教育革新學術研討會。臺南市：南臺科技大學。5-15。  延伸查詢new window
2.Courville, K.(2010)。Action research: Tiered instruction in high school physics course。The 2010 Louisiana Science Teacher Association State Conference。Monroe, Louisiana。  new window
3.林佩璇(2014)。課程轉化的持續動力：文活動理論觀。第十六屆兩岸三地課程理論研討會：課程改革持續的動力，東北師範大學 。長春市。  延伸查詢new window
4.Koschmann, T.(1999)。Toward a dialogic theory of learning: Bakhtin's contribution to understanding learning in settings of collaboration。1999 CSCL Conference，Stanford University 。Mahwah, New Jersey：Lawrence Erlbaum Associates。308-313。  new window
學位論文
1.許燕萍(2015)。運用差異化教學策略於數學教學之行動研究：國小四年級分數單元(碩士論文)。國立臺北教育大學，臺北市。  延伸查詢new window
2.Osuna, M. M.(2003)。Teacher professional development: An activity theory perspective(博士論文)。University at Albany, State University of New York。  new window
3.高桂懷(2014)。一位國民中學英語教師運用差異化教學的歷程與反思之研究(碩士論文)。中原大學，桃園市。  延伸查詢new window
4.林妮靜(2015)。國小教師建構差異化教學於數學課堂之實踐歷程(碩士論文)。國立臺北教育大學，臺北市。  延伸查詢new window
圖書
1.Leont'ev, A. N.(1978)。Activity, consciousness, and personality。Englewood Cliffs, New Jersey：Prentice-Hall。  new window
2.Engeström, Y.(2008)。From Teams to Knots: Activity-theoretical studies of collaboration and learning at work。Cambridge University Press。  new window
3.Tomlinson, Carol Ann(1999)。The differentiated classroom: Responding to the needs of all learners。Association for Supervision and Curriculum Development。  new window
4.Tomlinson, Carol A.(2001)。How to differentiate instruction in mixed-ability classrooms。Alexandria, Virginia：Association for Supervision and curriculum development。  new window
5.Vygotsky, L. S.(1962)。Though and language。Cambridge, Massachusetts：MIT Press。  new window
6.Heacox, D.(2001)。Differentiating instruction in the regular classroom。Minneapolis, Minnesota：Freespirit。  new window
7.Engeström, Yrjo(1987)。Learning by Expanding: An Activity-Theoretical Approach to Developmental Research。Orienta-KonsultitOy。  new window
其他
1.莊育琇(2010)。澳洲差異教學對臺灣國中小教育的啟示：以墨爾本Parkmore小學為例，http://enews.trsc.chc.edu.tw/100webs/0ther/3660402.pdf。  延伸查詢new window
圖書論文
1.Engeström, Y.(1999)。Activity theory and individual and social transformation。Perspectives on activity theory。Cambridge University Press。  new window
2.Engeström, Y.(1999)。Innovative learning in work teams: Analyzing cycles of knowledge creation in practice。Perspectives on activity theory。Cambridge University Press。  new window
3.Engeström, Y.、Miettinen, R.(1999)。[Perspectives on activity theory] Introduction。Perspectives on activity theory。Cambridge University Press。  new window
4.Tolman, C. W.(1999)。Society versus context in individual development: Does theory make a difference?。Perspectives on activity theory。New York, NY：Cambridge University Press。  new window
5.Varns, M.(2008)。Cultural responsive teaching。Century education: reference handbook。Thousand Oaks, California：Sage。  new window
6.Cole, M.(1999)。Cultural psychology: Some general principles and concrete example。Perspectives on activity theory。New York, NY：Cambridge University Press。  new window
7.Davydov, V. V.(1999)。The content and unsolved problems of activity theory。Perspectives on activity theory。Cambridge University Press。  new window
8.Lektorsky, V. A.(1999)。Activity theory in a new ear。Perspectives on activity theory。New York, NY：Cambridge University Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：404（臺灣：403，外國：1） ／ 本年度總使用人次：1641614 ／ 訪客人次（自102年09月）：67441137
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上