Abstract
本研究通過觀察一位資深語文教師同一年級的“普教中”（PMI）和“廣教中”（CMI）課堂，比較其間教學策略的異同，追溯教師的決策思考，藉此探尋語文教師如何揉合、轉化已有知識及實踐經驗，更新教學知識體系；並檢視新教學情境下，教師知識結構有待填補的場域，為PMI教師的專業能力發展指出明確方向。 Copyright © 2012 蘇州大學出版社.
| Original language | Chinese (Traditional) |
|---|---|
| Title of host publication | 面向多元化的語境：語文教育的反思 |
| Editors | 何文勝, 高群 |
| Place of Publication | 蘇州 |
| Publisher | 蘇州大學出版社 |
| Pages | 341-354 |
| ISBN (Print) | 9787811378719 |
| Publication status | Published - 2012 |
Keywords
- 教師思考
- 普教中
- 教師知識
- Teaching Development Grant (TDG)
- TDG project code: T3322
- Period: TDG 2008-2009
- Teaching Development Grant (TDG) Output
Research output
- 1 Teaching Development Grants (TDG)
-
A study of objectives selection and approaches to teaching the same topic in Cantonese and in Putonghua
TSE, S. M., YU, Y. Y. F. & TANG, S. F., 2011Research output: Other contribution › Teaching Development Grants (TDG)
- APA
- Standard
- Harvard
- Vancouver
- Author
- BIBTEX
- RIS