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題名:應用差異化教學策略實施國小跨年級自然教學之研究
書刊名:課程與教學
作者:陳文正古智雄
作者(外文):Chen, Wen-chenKu, Chih-hsiung
出版日期:2022
卷期:25:1
頁次:頁99-134
主題關鍵詞:協同教學差異化教學國小自然跨年級教學Collaborative teachingDifferentiated instructionNatural science for elementary schoolMulti-grade teaching
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  • 共同引用共同引用:1308
  • 點閱點閱:52
期刊論文
1.林玉環、張綺蕊(20020600)。協同教學法在社會科教學上的應用。社會科學學報,1,99-110。  延伸查詢new window
2.李松濤、林煥祥、洪振方(20100600)。探究式教學對學童科學論證能力影響之探究。科學教育學刊,18(3),177-203。new window  延伸查詢new window
3.謝志偉(20030700)。自我調節學習理論之探究。課程與教學,6(3),147-168+181。new window  延伸查詢new window
4.楊秀停、王國華(20070800)。實施引導式探究教學對於國小學童學習成效之影響。科學教育學刊,15(4),439-459。new window  延伸查詢new window
5.Cohen, D.、Raudenbush, S.、Ball, D.(2003)。Resource, instruction, and research。Educational Evaluation and Policy Analysis,25(2),119-142。  new window
6.Tomlinson, C. A.、Brighton, C.、Hertberg, H.、Callahan, C. M.、Moon, T. R.、Brimijoin, K.、Conover, L. A.、Reynolds, T.(2003)。Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A Review of literature。Journal for the Education of the Gifted,27(2/3),119-145。  new window
7.McDonald, L.(2009)。Teacher change: A dynamic interactive approach。International Journal of Learning,16(10),623-636。  new window
8.莊惠如、王菀詩、吳怡慧(20140900)。同異質分組並行之差異化教學。中等教育,65(3),117-131。new window  延伸查詢new window
9.Bevins, S.、Price, G.(2016)。Reconceptualising inquiry in science education。International Journal of Science Education,38(1),17-29。  new window
10.林吟霞(20090400)。德國適性教育實務篇--中小學自主學習取向教學法之運用。教師天地,159,16-23。  延伸查詢new window
11.Anderson, R. D.(2002)。Reforming science teaching: What research says about inquiry。Journal of Science Teacher Education,13(1),1-12。  new window
12.李新鄉、黃文宏、李茂能、盧姿里(20150500)。採用STS教學對於自我調整學習能力不同的國小自然與生活科技低成就學童之影響。南臺人文社會學報,13,1-44。new window  延伸查詢new window
13.黃永和、莊淑琴(20040100)。「協同教學」的回顧與展望。教育研究月刊,117,64-77。new window  延伸查詢new window
14.Baeten, M.、Simons, M.(2016)。Student teachers' team teaching: How do learners in the classroom experience team-taught lessons by student teachers?。Journal of Education for Teaching: International Research and Pedagogy,42(1),93-105。  new window
15.Robinson, B.、Schaible, R. M.(1995)。Collaborative teaching: Reaping the benefits。College Teaching,43(2),57-60。  new window
16.林欣毅、鄭章華、廖素嫻(20161200)。混齡教學於國中小階段之實施方式與支持措施--多重個案探究。教育實踐與研究,29(2),1-31。new window  延伸查詢new window
17.陳黎娟(20180100)。非主科混齡教學實施現況之研究--以一所實驗小學為例。學校行政,113,119-138。  延伸查詢new window
18.林吟霞(20180400)。運用德國「工作站學習法」促進學生自主學習的教學策略。課程與教學,21(2),1-32。new window  延伸查詢new window
19.Duschl, R. A.、Osborne, J.(2002)。Supporting and promoting argumentation discourse in science education。Studies in Science Education,38(1),39-72。  new window
20.林思吟(20160300)。淺談差異化教學。臺灣教育評論月刊,5(3),118-123。  延伸查詢new window
21.Quail, A.、Smyth, E.(2014)。Multigrade teaching and age composition of the class: The influence on academic and social outcomes among students。Teaching and Teacher Education,43,80-90。  new window
22.Veenman, Simon(1995)。Cognitive and noncognitive effects of multigrade and multi-age classes: A best-evidence synthesis。Review of educational research,65(4),319-381。  new window
23.徐慧中、徐偉民(20191000)。以差異化教學實施國小混齡數學補救教學之行動研究。臺灣數學教師,40(2),1-28。new window  延伸查詢new window
24.Abd-El-Khalick, F.、BouJaoude, S.、Duschl, R.、Lederman, N. G.、Mamlok-Naaman, R.、Hofstein, A.、Niaz, M.、Treagust, D.、Tuan, Hsiao-Lin(2004)。Inquiry in science education: International perspectives。Science Education,88(3),397-419。  new window
25.劉世雄(20210300)。國小教師採合作探究理念進行觀課、議課之個案研究。教育研究與發展期刊,17(1),1-29。new window  延伸查詢new window
26.劉世雄(2018)。差異化教學的同質性分組協同學習模式之探究。教師專業研究期刊,16,25-51。  延伸查詢new window
27.涂家綸、掌慶維(2020)。國中體育課實施差異化教學之行動研究以游泳教學為例。東海體育學報,4,1-11。  延伸查詢new window
28.黃于眞、陳美如(20180400)。差異化教學對國中學生數學學習成效影響之研究。師資培育與教師專業發展期刊,11(1),91-122。new window  延伸查詢new window
29.詹寶菁(20210100)。當跨年級遇上適性教與學:國小社會領域跨年級課程規劃與實施之探究。課程與教學,24(1),61-91。new window  延伸查詢new window
30.Song, L.、Hill, J. R.(2007)。A conceptual model for understanding self-directed learning online。Journal of Interactive Online Learning,6(1),27-42。  new window
31.Smit, R.、Humpert, W.(2012)。Differentiated instruction in small school。Teaching and Teacher Education,28,1152-1162。  new window
32.Sirkko, R.、Takala, M.、Wickman, K.(2018)。Co-teaching in northern rural Finnish schools。Education in the North,25(1/2),217-237。  new window
33.Shareefa, M.(2020)。Using differentiated instruction in multigrade classes: a case of a small school。Asia Pacific Journal of Education,41(1),167-181。  new window
34.Naparan, N. B.、Alinsug, V. G.(2021)。Classroom strategies of multigrade teachers。Social Sciences & Humanities Open,3(1),1-13。  new window
35.Little, A. W.(2001)。Multi-grade teaching: Towards an international research and policy agenda。International Journal of Educational Development,21,481-497。  new window
36.Erden, H.(2020)。Teaching and learning in multi-graded classrooms: is it sustainable?。International Journal of Curriculum and Instruction,14(1),177-200。  new window
37.Hargreaves, E. A.、Montero, C.、Chau, N.、Sibli, M.、Thanh, T.(2001)。Multigrade teaching in Peru, Sri Lanka and Vietnam: An overview。International Journal of Educational Development,21,499-520。  new window
38.Engin, G.(2018)。The opinions of multigrade classroom teachers on multigrade class teaching practices (multiple case analysis: Netherlands-Turkey example)。International Journal of Progressive Education,14(1),177-200。  new window
39.Dollard, M. W.、Mahoney, K.(2010)。How effective is the Jigsaw method when used to introduce new science curricula in middle school science?。Ontario Action Reacher,10(3),1-55。  new window
40.De Borja, J. M. A.、Sigua, E. M. S.、Marasigan, A. C.(2020)。Pedagogical practices of multigrade teachers in conducting science learning activities。IOER International Multidisciplinary Research Journal,2(3),219-228。  new window
41.顏惠君(20161200)。提升國中生國文閱讀理解能力之差異化教學方案的設計與實踐。中等教育,67(4),112-130。new window  延伸查詢new window
42.劉欣華(20180300)。探究差異化教學於國小教學之實踐。臺灣教育評論月刊,7(3),116-123。  延伸查詢new window
43.鄭立婷、林煥祥、洪振方(20200900)。透過科學營探討弱勢學生之探究能力表現。科學教育學刊,28(3),197-221。new window  延伸查詢new window
圖書
1.鄭博真(2002)。協同教學:基本概念、實務和研究。高雄市:復文書局。  延伸查詢new window
2.National Research Council(2000)。Inquiry and the national science education standards。Washington, DC:National Academy Press。  new window
3.Tomlinson, C. A.(2001)。How to Differentiate Instruction in mixed-ability classrooms。ASCD。  new window
4.陳向明(2004)。社會科學質的研究。臺北市:五南圖書公司。new window  延伸查詢new window
5.Vygotsky, L. S.(1978)。Mind and society: The development of higher psychological processes。Cambridge, MA:Harvard University Press。  new window
6.Hall, T.、Strangman, N.、Meyer, A.(2003)。Differentiated instruction and implications for UDL implementation。Wakefield, MA:National Center on Accessing the General Curriculum。  new window
7.Tomlinson, Carol Ann(2014)。The Differentiated Classroom: Responding to the Needs of All Learners。Association for Supervision and Curriculum Development。  new window
8.Hegarty-Hazel, E.(1986)。Lab work SET: research information for teachers, number one。Canberra:The Australian Council for Educational Research。  new window
9.Carr, W.、Kemmis, S.(1986)。Becoming critical: Knowing through action research。London:Falmer。  new window
10.Bogdan, R. C.、Biklen, S. K.(2007)。Qualitative Research for Education: An Introduction to Theories and Methods。Pearson。  new window
11.Lincoln, Yvonna S.、Guba, Egon G.(1985)。Naturalistic Inquiry。Sage Publications。  new window
單篇論文
1.Hall, T.(2002)。Differentiated instruction,Wakefield, MA:National Center on Accessing the General Curriculum。,https://www.scirp.org/(S(vtj3fa45qm1ean45%20vvffcz55))/reference/referencespapers.aspx?referenceid=2464805。  new window
其他
1.Organisation for Economic Co-operation and Development(2013)。PISA 2015 draft science framework,https://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Science%20Framework%20.pdf。  new window
2.鄭同僚(2015)。偏鄉學校型態實驗教育計劃,http://u.camdemy.com/sysdata/doc/9/94c239f3f07cedfe/pdf.pdf。  延伸查詢new window
3.陳文正(2021)。跨年級教學的課程與教學設計。  延伸查詢new window
圖書論文
1.洪儷瑜(2018)。跨年級教學概論。跨年級教學實務手冊。教育部國民及學前教育署。  延伸查詢new window
2.梁雲霞(2018)。跨年級教學:課程與教學設計。跨年級教學實務手冊。教育部國民及學前教育署。  延伸查詢new window
3.陳文正、劉俊億(20190000)。一所偏鄉國小推動跨年級教學之研究。跨年級教學的實踐與眺望:小校教學創新。新北:心理。new window  延伸查詢new window
4.王曾敬梅、陳文正(2021)。自然科學跨年級教學設計與案例。跨年級教學--領域教學設計與案例。五南。  延伸查詢new window
 
 
 
 
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