*

Size: px

Start display at page:

Download "*"

拾马
5 years ago
Views:

1 Lin, Mei-Ling Paulina (scope) (continuity) (sequence) (integration)

2 *

3 92 A Study of Strategies for Effective Teaching ABSTRACT Good teaching is both art and science. Good teacher makes instructional plans, coheres effective force and introduces students toward the aims of education. Curriculum is a guidance, but not an order. The aims and objectives of education help teacher plan and organize what should be taught to students. These aims and objectives are formulated by observable and measurable outcomes, mastery and competence. There are various levels of educational aims, and they help the content of instruction, including the scope of themes, concepts or behaviors, the continuity of recursive content, the sequence of serial processing themes, and the integration of discipline boundaries. Ideally, there are four levels about instructional plan for teacher: yearly or semester, unit, weekly or daily. Every level of planning includes curriculum guidance, resoruces, format and criteria. The yearly plan is always the curriculum guidance of educational authorities. And unit, weekly and daily plans give teachers autonomous development for wider consideration. During planning instruction, teachers must consider many factors, such as student differences, the length of teaching period, flexibility, student participation and understanding and evaluation. This study expects borrowing the development of new strategies of teaching and learning from UK & USA, so we can understand the necessity and importance of initially instructional planning. Integrating technology into teaching is the main strategy for coherenting teaching resources. Owing to the diverse and flexible demands of learmiag of students and the accountablilty for educational authorities and parents, teachers evaluation must be dynamic and diverse. And we must understand the R.O.C. compulsory education s curriculum articulation, its characters are below(1)pay much attentions to fundamentalability, (2)enforce integrates curriculum and school-based development curriculum development. Integrated curriculum and school-based development have progressive characters, but the direction of fundamental ability is behavioristic. The prospectives of curriculum, knowledge and teaching of integrated curriculum, school-based and fundamentl ability are

4 inter-contradiction. Nine years new curriculum of R.O.C. compounds the three aspects, cauese serious problems of theory and practice. R.O.C. deserves to learn lessons from UK & USA. Key Terms Compulsory Education's Curriculum Articulation Teaching Planning Teaching Strategies & Methods Teaching Technology & Media Teaching Arrangement Teaching Evaluation

5 92

7 92

8 Drake 1998:2-4, 10-18; Frazee & Rudnitski 1995: team teaching block of time Wiles & Bondi 2001:61-62; Crowell, Caine & Caine 1998:58-63; Braxton &

9 92 Favero 2000:67-77; Bess 2000C:243 lecture anchor Gage Berliner Ornstein & Lasley 2000: ; Eggen & Kanchak 1996: ; Arends 2001:57-62; Henson & Eller 1999:

10 expository teaching concepts and generalizations Jacobsen, Eggen & Kauchak 1999: ; Hewit & Whittier 1997: seqnential steps Jacobsen, Eggen & Kauchak 1999: direct instruction Rosenshine explicit teaching active teaching Muth & Alvermann 1999: ; Eggen & Kauchak 1996: ; Borich 1996:

11 Kellough & Kellough 1999B: ; Clark & Starr 1996: ; Kauchak & Eggen 1998: ; Henson & Eller 1999: demonstration teaching by showing Muth & Alvermann 1999: Kellough & Kellough 1999B:365

12 practice and drill lecturing k-12 Ornstein & Lasley 2000: ; Muth & Alvermann 1999: Socrates Socratic method whole-class direct instruction structure and sequence

13 92 Kellonch & Kellongh 1999A: , 1999B: ;Carbone 1998:57-64 questioning seqnence Ornstein & Lasley 2000: ; Jacobsen, Eggen & Kauchak 1999: MayerWittrock Tomir discovery learning Muth & Alvermann 1999: ; Burden & Byrd 1999: ; Hewit & Whittier 1997: guided discovery teaching sequence

14 Jacobsen, Eggen & Kauchak 1999: , 1999B: rehearsal strategiesmccormick Pressley drill and practice Dowhower repeated reading Muth & Alvermann 1999:

15 92 (1) (2) (3) (4) organizational strategies 1 2 clustering group or category an expository fashion Muth & Alvermann 1999: ; Borich 1996: ; Blase & Blase 1998: concept-attainment model Karl Haynes Tanya Adin

16 Eggen & Kauchak 1996: ; Arends 2001: 73-79; Smyth & Shacklock 1998: inquiry teaching Jacobsen, Eggen & Kauchak 1999: ; Kellough & Kellough 1999B: ; Eggen & Kauchak 1996: Jacobsen, Eggen & Kauchak 1999:

17 92 treating 1968 Bloom Mastery Learning Keller Personalized System of InstructionPSI 1970 PSI Outcome-Based Eductation, OBE Coalition of Essential Skills Schools, CESS sequential and logical Kellough & Kellough 1999A: , 1999B: mastery learning

18 Jacobsen, Eggen & Kauchak 1999: ; Buden & Byrd 1999: sequenced and structured (4) Project on Individually Prescribed Instruction, IPI Pittsburgh Contrwally evaluated The Program for Leanary on Accordance with Needs, PLAN Individually Guided Education, IGE Wisconsin 1 1 Personalixed System of Instruction, PSI Keller Keller Plan PSI 80 IPIPLANIGE PSI IPI IGE Ornstein & Lasley 2000: ; Grace 2000:

19 92 ( )

21 Dewey

23 Applebee, A. N. (1996). Curriculum as conversation: transforming traditions of teaching and learning. Chicago and London: The University of Cicago Press. 2.Arends, R. I.(2001). Manual for observation, reflection, and portfolio: to accompany learning for teach. Boston : McGraw Hill. 3.Bess, J.L. (2000C). The future of teaching : creating a new academic identity. In J.L. Bess et. al. (Ed.), teaching alone, teaching together : transforming the structure of teams for teaching ( ). San Francisco : Jossey-Bass. 4.Blase, J., & Blase, J. (1998). Handbook of instructional leadership : how really good principals promote teaching and learning. California : Corwin Press, Inc.. 5.Borich, G. D. (1996). Effective teaching methods (3rd.). Ohio: Merrill, an imprint of Prentice Hall. 6.Braxton, J. M., & Favero, M. D. (2000). The researcher : generating knowledge for team teaching. In J. L. Bess et. al. (Ed.), Teaching alone, teaching together : transforming the structure of teams for teaching (62-81). San Francisco : Jossey-Bass

24 . 7.Burden, P. R., & Byrd, D. M. (1999). Methods for effective teaching (2nd). Boston & London : Allyn & Bacon. 8.Carbone, E. (1998). Teaching large classes : tools and strategies. London: SAGE Publications. 9.Clark, L. H., & Starr, I.S. (1996). Secondary and middle school teaching methods (7ed). Englewood Cliffs & New Jersey : Merrill, an imprint of Prentice Hall. 10.Crowell, S., Caine, R. N., & Caine, G. (1998). The enchantment of learning. a manual for teacher renewal and classroom transformation. Arizona : Zephyr Press. 11.Darling-Hammond, L. (1997). The rights to learn : a blueprint for creating schools that work. San Francisco : Jossey-Bass Publishers. 12.Drake, S. M. (1998). Creating integrated curriculum : proven ways to increase student learning. California : Corwin Press, INC.. 13.Eggen, P. D., & Kauchak, D. P. (1996). Strategies for teachers : teaching content and thinking skills (3rd). Boston & London : Allyn & Bacon. 14.Frazee, B. M., & Rudnitski, R. A. (1995). Integrated teaching methods : theory, classroom applications, and field-based connections. London & Boston :Delmar Publishers. 15.Henson, K.T., & Eller, B.F. (1999). Educational psychology for effective teaching. London & New York : Wadsworth Publishing Company. 16.Hewit, J.S., & Whittier, K.S. (1997). Teaching methods for today s schools : collaboration and inclusion. Boston & London : Allyn & Bacon. 17.Jacobsen, D. A., Eggen, P., & Kauchak, D. (1999). Methods for teaching : promoting student learning. Columbus & Ohio : Prentice Hall. 18.Kauchak, D.P., & Eggen, P.D. (1998). Learning and teaching : research-based methods. Boston & London : Allyn & Bacon.

25 92 19.Kellough, R. D., & Kellough, N.G. (1999A). Middle school teaching : a guide to method and resources. New Jersey & Ohio : Prentice Hall. 20.Kellough, R. D., & Kellough, N.G. (1999B). Secondary school teaching, a guide to methods and resources : planning for competence. New Jersey & Ohio : Prentice Hall Merrill. 21.Muth, K. D., & Alvermann, D. E. (1999). Teaching and learning in the middle grades. Boston & London : Allyn & Bacon. 22.Ornstein, A. C., & Lasley, T.J. London : McGraw Hill. (2000). Strategies for effective teaching. Boston & 23.Smyth, J., & Shacklock, G. (1998). Re-making teaching : ideology, policy and practice. London & New York : Routledge. 24.Wiles, J., & Bondi, J. (2001). The new american middle school : educating preadolescents in an era of change (3rd). Columbus & Ohio : Merrill Prentice Hall.

紋 (2002) 之研究結果發現, 目前有 15% 以上身心健全的學生, 由於種種因素, 無法受惠於主流數學教學中的教材和教法, 導致學生在數學學習的挫敗, 因此我們應該更認真思考

紋 (2002) 之研究結果發現, 目前有 15% 以上身心健全的學生, 由於種種因素, 無法受惠於主流數學教學中的教材和教法, 導致學生在數學學習的挫敗, 因此我們應該更認真思考運用差異化教學於國小數學領域教學之初探張宇樑國立嘉義大學教育行政與政策發展研究所一教師專業發展應以理解與實施差異化教學為首要任務在 12 年國教政策的推動下, 教師須面對的挑戰就是如何回應與滿足每位學生的需求,