Abstract
上世紀90年代以來，香港一直致力於教學改善。教學改善以學生的發展為終極目標，這對教師工作的專業化提出了更高的要求。教師唯有主動地在教育實踐中產生一定的有創新意義的活動，才能更好地把握教育變革的脈搏。夥伴合作式校本課程開發的主旨在於通過大學研究員與教師合作，雙方共同經歷思考—行動—反思的過程，以促進教師專業自主性的方式優化教學。
Hong Kong has been aiming at improving the quality of teaching and learning since the 1990s. The target of the movement is the development of students. This brings about greater demand on teacher professionalism. It requires teachers to bring creative activities into their practices. In a university-school partnership project, university researchers and school teachers work collaboratively and go through a cyclic process of "thinking-action-reflection" to optimize the teaching and learning. Copyright © 2016 西南大學.
Hong Kong has been aiming at improving the quality of teaching and learning since the 1990s. The target of the movement is the development of students. This brings about greater demand on teacher professionalism. It requires teachers to bring creative activities into their practices. In a university-school partnership project, university researchers and school teachers work collaboratively and go through a cyclic process of "thinking-action-reflection" to optimize the teaching and learning. Copyright © 2016 西南大學.
| Original language | English |
|---|---|
| Pages (from-to) | 75-79 |
| Journal | 西南交通大學學報(社會科學版) |
| Volume | 36 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Mar 2010 |
Citation
廖梁、吳本韓和李子建(2010)：院校協作式校本課程開發與教師專業化：以香港小學常識科科學探究課為例，《西南大學學報(社會科學版)》，36(2)，頁75-79.Keywords
- 院校協作
- 校本課程開發
- 教師專業發展
- 小學常識科
- 學習社群
- 專業自主
- University-school partnership
- School-based curriculum development
- Teacher professional development
- General studies for primary schools
- Learning community
- Profession autonomy
- Alt. title: University-school partnership in school-based curriculum development and teacher professional development: A science inquiry case in general studies for primary schools in HK
- Alt. title: University-school partnership in school-based curriculum development and teacher professional development: A science inquiry case in general studies for primary schools in Hong Kong