尋找新方法與舊觀念夾縫中教與學範式轉移的著點

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Abstract

教改推動以學生為中心的教學法,與大部分人既有的知識權威觀念,存在矛盾。課改最關鍵的一環,是要教師從意 識層面轉移,接受一套相對開放、個別化及多元化的、以兒童為中心的教育理念,並且實踐在每一個恆常的課節 中。課堂中常見的教師提問與小組活動,能否刺激學生思考及促進小組共力,決定因素不在活動的形式,而是如何 實踐,以及實踐背後的信念。此外,教師也必須明暸建構學習等一類學習模式需要學生具備的學習基礎與限制。
Student-centred approaches are promoted and emphasized in the Education Reform. These approaches are contradictory to the authoritative concepts of knowledge preoccupied in the minds of many people. Hence, the most crucial reform is the paradigm shift of teachers. The idea of relatively open, individualized, multi-dimensional and child-centred approach has to be established and practised in the everyday classrooms. Whether teachers’ questions and group activities can stimulate students’ thought and enhance the groups’ synergy do not depend on the form of the activities. The real essential factors are the ways of and the belief behind practice. Besides, teachers have to understand also the foundations and limitations of the learning model like constructivism. Copyright © 2005 Hong Kong Teachers' Centre.
Original languageChinese (Traditional)
Pages (from-to)150-155
Journal香港教師中心學報
Volume4
Publication statusPublished - 2005

Citation

余惠冰(2005):尋找新方法與舊觀念夾縫中教與學範式轉移的著點,《香港教師中心學報》,4,頁150-155。

Keywords

  • 教師專業發展
  • 課程發展
  • 協作學習
  • 教學範式
  • Alt. title: Between new methods and old concepts: The locus for paradigm shift