優化課堂學與教核心元素的探討

隨著宏觀層面教育改革及課程改革的深化，課堂學與教效能的提升逐漸成為普世關注的焦點；歸根究底，改革成功與否，最終須視乎教師的課堂教學能否為學生帶來改革所期望的果效。為配合「優化教學協作計劃」的推行，本文作者檢視有關學與教效能的研究文獻，嘗試從中找出最為關鍵的元素，供教師在提升學與教質素時參考。作者在文中提出了一個「投入－過程－產出」的架構，其中包涵五對核心元素 ── 優質規劃及優良氛圍、教學多元化及多變化、學習高動機及高投入、經歷深探究及深意義、產出強效能及強習得。教師同時亦可以在「問－想－做－評」行動研究周期中，參照各項核心元素所附隨的細目參考指引，不斷優化課堂學與教的質素。
With educational and curriculum reforms taken root at the system level, global attention has been focused on the effectiveness of learning and teaching in classroom. It has been recognized that, after all, the success of all reform initiatives has to be examined and measured by the impact of teachers’ effective teaching on students’ learning. To support the further development of the Partnership for Improvement of Learning and Teaching (PILT) project*, this paper reviews the research literature on effective classroom learning and teaching in an effort to identify the key elements of effective teaching for teachers’ reference. This paper presents an input-process-output model that embraces 5 dyads of core elements, including: quality instructional design and quality learning ethos, variety and variation in instructional approaches, high motivation and high degree of pupil engagement, deep inquiry and deep meaning in learning experience, and powerful effect and acquisition in terms of outcome. In following an action research cycle that comprises problem identification, planning, program action and program assessment, teachers can refer to the core elements to make their continual effort to improve the quality of learning and teaching in classrooms. Copyright © 2006 李子建，梁一鳴.