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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 |
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。 延伸查詢 |
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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 |
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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。 |
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。 延伸查詢 |
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 |
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 |
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。 延伸查詢 |
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。 延伸查詢 |
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31. | Smit, R.、Humpert, W.(2012)。Differentiated instruction in small school。Teaching and Teacher Education,28,1152-1162。 |
32. | Sirkko, R.、Takala, M.、Wickman, K.(2018)。Co-teaching in northern rural Finnish schools。Education in the North,25(1/2),217-237。 |
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。 |
34. | Naparan, N. B.、Alinsug, V. G.(2021)。Classroom strategies of multigrade teachers。Social Sciences & Humanities Open,3(1),1-13。 |
35. | Little, A. W.(2001)。Multi-grade teaching: Towards an international research and policy agenda。International Journal of Educational Development,21,481-497。 |
36. | Erden, H.(2020)。Teaching and learning in multi-graded classrooms: is it sustainable?。International Journal of Curriculum and Instruction,14(1),177-200。 |
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。 |
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。 |
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。 |
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。 |
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。 延伸查詢 |
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 |
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。 延伸查詢 |
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 |
2. | National Research Council(2000)。Inquiry and the national science education standards。Washington, DC:National Academy Press。 |
3. | Tomlinson, C. A.(2001)。How to Differentiate Instruction in mixed-ability classrooms。ASCD。 |
4. | 陳向明(2004)。社會科學質的研究。臺北市:五南圖書公司。 延伸查詢 |
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7. | Tomlinson, Carol Ann(2014)。The Differentiated Classroom: Responding to the Needs of All Learners。Association for Supervision and Curriculum Development。 |
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