課程改革中教學取向的轉變:從建構主義路徑源發的探索

黃顯涵, 李子建

Research output: Contribution to journalArticle

Abstract

從建構主義視角出發,首先探討了其對基於心智模式的教學和文化反應教學這兩種旨趣頗異的教學取向的影響,然後具體探討這兩種教學模式中所採納的教學方式,最後對教學方式的轉變進行反思與探討。
Taking constructive perspective' as a starting point, this article analyzes the impact of constructivism on two approaches, namely the Model of Mental-based Instruction (MOMBI) and Model of Culturally Responsive Teaching (MCRT), each of which has different orientations. In addition, the teaching strategies adopted by these two models are specifically discussed. The implications for the changes of teaching models and strategies would be explored. Copyright © 2010 西南大學學報編輯部.
Original languageChinese
Pages (from-to)55-60
Journal西南大學學報(社會科學版)
Volume36
Issue number6
Publication statusPublished - Nov 2010

Citation

黃顯涵和李子建(2010):課程改革中教學取向的轉變:從建構主義路徑源發的探索,《西南大學學報(社會科學版)》,36(6),頁55-60。

Keywords

  • 教學取向
  • 教學方式
  • 基於心智模式的教學
  • 文化反應教學
  • 建構主義
  • 課程改革
  • Teaching approach
  • Teaching strategies
  • Model of mental-based instruction
  • Model of culturally responsive teaching
  • Constructivism
  • Curriculum reform
  • Alt. title: Changes of teaching approaches in curriculum reform: Exploration from constructive perspectives