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題名:淺論差異化教學對融合班學生的重要性及其實施建議
書刊名:特殊教育與輔助科技
作者:吳善揮徐恩祖
作者(外文):Ng, Eric Sin-faiTsui, Joe Yan-cho
出版日期:2020
卷期:23
頁次:頁1-7
主題關鍵詞:差異化教學融合教育融合班Differentiated instructionInclusive educationInclusive classroom
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(0) 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:0
  • 共同引用共同引用:13
  • 點閱點閱:5
期刊論文
1.盧貞穎(20140600)。國小英語科差異化教學理念與活動設計。國教新知,61(2),75-94。new window  延伸查詢new window
2.林佩璇(20171000)。矛盾趨動擴展學習:差異化教學的實踐轉化。課程與教學,20(4),117-150。new window  延伸查詢new window
3.余玉珍、尹弘飈(20160000)。香港新高中課程改革下的融合教育實踐困境。教育學報,44(2),183-217。new window  延伸查詢new window
4.王錫堆、林耀榮、林國楨(20161200)。國民中學導師實施差異化教學與班級經營效能關係之研究:以臺中市為例。人文社會科學研究. 教育類,10(4),31-55。new window  延伸查詢new window
5.鄭章華、林成財、蔡曉楓(20161200)。國中數學差異化教材設計與實施初探。中等教育,67(4),38-56。new window  延伸查詢new window
6.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
7.何慧芳(2020)。差異化教學的設計與實踐--以高中H2華文與文學(文言文)課程為例。華文學刊,18(1),38-65。  延伸查詢new window
8.李玲惠(2015)。差異化教學不是口號。師友月刊,575,22-26。  延伸查詢new window
9.柯秋雪(20180100)。歐美學前融合教育之課程與教學的發展及特徵。課程與教學,21(1),1-26。new window  延伸查詢new window
10.許育典、黃鈺茹(20190700)。融合教育在身心障礙學生教育基本權的實踐。教育法學評論,3,111-139。new window  延伸查詢new window
11.連婉珍(20131200)。差異化教學應用於體育課之策略。學校體育,23(6)=139,108-113。  延伸查詢new window
12.陳婉柔(20190600)。融合教育的理想與現實。學生事務與輔導,58(1),71-73。  延伸查詢new window
13.陳燕琴、蘭繼軍(2014)。對現行有關隨班就讀政策法規的分析。殘疾人研究,2014(4),61-64。  延伸查詢new window
14.Alsubaie, A. M.(2020)。The Effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia。Amazonia Investiga,9(26),158-166。  new window
15.Awofala, A. O.、Lawani, A. O.(2020)。Increasing mathematics achievement of senior secondary school students through differentiated instruction。Journal of Educational Sciences,4(1),1-19。  new window
16.Bondie, R. S.、Dahnke, C.、Zusho, A.(2019)。How does changing "one-size-fits-all" to differentiated instruction affect teaching?。Review of Research in Education,43(1),336-362。  new window
17.Cornett, A.、Paulick, J.、van Hover, S.(2020)。Utilizing home visiting to support differentiated instruction in an elementary classroom。School Community Journal,30(1),107-137。  new window
18.Magumise, J.、Sefotho, M. M.(2020)。Parent and teacher perceptions of inclusive education in Zimbabwe。International Journal of Inclusive Education,24(5),544-560。  new window
19.Magableh, I. S. I.、Abdullah, A.(2020)。On the effectiveness of differentiated instruction in the enhancement of Jordanian students' overall achievement。International Journal of Instruction,13(2),533-548。  new window
20.Kotob, M. M.、Abadi, M. A.(2019)。The influence of differentiated instruction on academic achievement of students in mixed ability classrooms。International Linguistics Research,2(2),8-28。  new window
21.Ismail, S. A. A.、Al Allaq, K.(2019)。The nature of cooperative learning and differentiated instruction practices in English classes。SAGE Open,9(2),1-17。  new window
22.Gheyssens, E.、Consuegra, E.、Engels, N.、Struyven, K.(2020)。Good things come to those who wait: the importance of professional development for the implementation of differentiated instruction。Frontiers in Education,5。  new window
23.Malacapay, M. C.(2019)。Differentiated instruction in relation to pupils' learning style。International Journal of Instruction,12(4),625-638。  new window
24.Moberg, S.、Muta, E.、Korenaga, K.、Kuorelahti, M.、Savolainen, H.(2020)。Struggling for inclusive education in Japan and Finland: teachers' attitudes towards inclusive education。European Journal of Special Needs Education,35(1),100-114。  new window
25.van Munster, M. A.、Lieberman, L. J.、Grenier, M. A.(2019)。Universal design for learning and differentiated instruction in physical education。Adapted Physical Activity Quarterly,36(3),359-377。  new window
26.Paseka, A.、Schwab, S.(2020)。Parents' attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources。European Journal of Special Needs Education,35(2),254-272。  new window
27.Saloviita, T.(2020)。Attitudes of teachers towards inclusive education in Finland。Scandinavian Journal of Educational Research,64(2),270-282。  new window
28.Westbroek, H. B.、van Rens, L.、van den Berg, E.、Janssen, F.(2020)。A practical approach to assessment for learning and differentiated instruction。International Journal of Science Education,42(6),955-976。  new window
29.van Geel, M.、Keuning, T.、Frerejean, J.、Dolmans, D.、van Merriënboer, J.、Visscher, A. J.(2019)。Capturing the complexity of differentiated instruction。School Effectiveness and School Improvement,30(1),51-67。  new window
30.Shareefa, M.、Moosa, V.、Zin, R. M.、Abdullah, N. Z. M.、Jawawi, R.(2019)。Teachers' perceptions on differentiated instruction: do experience, qualification and challenges matter?。International Journal of Learning, Teaching and Educational Research,18(8),214-226。  new window
31.Smale-Jacobse, A. E.、Meijer, A.、Helms-Lorenz, M.、Maulana, R.(2019)。Differentiated instruction in secondary education: A systematic review of research evidence。Frontiers in Psychology,10。  new window
32.Smets, W.、Struyven, K.(2020)。A teachers' professional development programme to implement differentiated instruction in secondary education: How far do teachers reach?。Cogent Education,7(1)。  new window
研究報告
1.香港教育學院特殊學習需要與融合教育中心(2012)。融合教育制度下殘疾學生的平等學習機會研究報告。  延伸查詢new window
其他
1.香港賽馬會「校本多元計劃」(2020)。適異教學的四個範疇,https://www.jcschooldiversity.hk/適異教學的四個範疇/#level2-a1。  延伸查詢new window
2.香港教育局(2019)。全校參與模式融合教育運作指南,https://www.edb.gov.hk/attachment/tc/edu-system/special/support/wsa/ie%20guide%20__ch.pdf。  延伸查詢new window
 
 
 
 
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