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整合
學
習共同體於
差
異
化
教
學
的改革 Integrating the Practice of Learning Community into Differentiated Instruction for Instructional Changes
游自達 Tzu-Ta Yiu ; 林素卿 Su-Ching Lin
Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan, 2014-06, Vol.7 (1), p.23-46
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題名:
整合
學
習共同體於
差
異
化
教
學
的改革 Integrating the Practice of Learning Community into Differentiated Instruction for Instructional Changes
著者:
游自達 Tzu-Ta Yiu
;
林素卿 Su-Ching Lin
主題:
dialogic communication
;
differentiated instruction
;
learning community
;
學
習共同體
;
對話辯證
;
差
異
化
教
學
所屬期刊:
Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan, 2014-06, Vol.7 (1), p.23-46
描述:
因應
學
習者的個別
差
異
進行
教
學
調整,使每個
學
習者的潛能獲得最大的開展乃是適性
教
育的核心理念,也是
教
育工作者長時間關心的議題。「
差
異
化
教
學
」與「
學
習共同體」可說是因應個別
差
異
以提升
學
習品質的二個
教
學
模式。二者之理念與做法有其相近之處,亦各有其獨特性。探討「
差
異
化
教
學
」與「
學
習共同體」的理念與做法,發展面對多元特質
差
異
學
習者的可能做法,將有助於實踐適性
教
學
,落實
教
育機會均等的理想。本文乃從
差
異
內涵與理念的分析出發,探討「
差
異
」的內涵和因應做法的歷史變遷,再比較
學
習共同體與
差
異
化
教
學
的理念與做法,最後探討以
學
習共同體
學
習辯證的做法為架構,整合於
差
異
化
教
學
的可能途徑。 Actively responding to student’s individual differences to enlarge their chance of success is one of the major concerns of educational practitioners. With the philosophy and practical strategies of school reform toward learning community, Manabu Sato promotes an idea of active, collaborative and reflective learning at classroom for education excellence. Differentiated instruction, which is an instruction strategy to enhance individual student’s learning by adjusting the content, process, or product of teaching and learning has received increased attention over the past two decades. These two approaches of instruction provide different perspectives to meet individual learning needs and maximize the chance of success. For the purpose of promoting instructional changes for meeting students’ characteristics and learning needs, this article aims at integrating the practice of learning community into differentiated instruction. The rationale and instruction practices of learning community and differentiated instruction were first analyzed. The ideas of school as learning community and learning as a practice in dialogue were also discussed. It is suggested that three aspects of dialogic communication in the learning practice can be used as a framework for the integration of learning community and differentiated instruction.
出版者:
National Changhua University of Education
語言:
英文
識別號:
ISSN: 2071-3649
DOI: 10.3966/207136492014060701002
資源來源:
DOAJ Directory of Open Access Journals
連結
View record in Directory of Open Access Journals$$FView record in $$GDirectory of Open Access Journals
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