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題 名 | 談傳統詩與新詩交流的問題 |
---|---|
編 次 | 3 |
作 者 | 趙諒公; | 書刊名 | 乾坤詩刊 |
卷 期 | 17 2001.01[民90.01] |
頁 次 | 頁12-14 |
分類號 | 821 |
關鍵詞 | 傳統詩; 新詩; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要研究目的是探討四位國小教師,於自然科教學中使用建建主義教學策?-學習環時的改變情形與實施此新方案時遇到的困難與限制。研究以合作行動研究的設計,研究者與參與教師組成研究小組,由研究者引介理論,與參與教師共同檢討過去課程、設計新課程、實施新課程、檢討新課程的循環過程中,試行學習環的教學策略。研究以教室觀察、教師訪談、文件收集、問卷的方式收集相關資料。收集之資料進行教學實務檢核、筆錄、分類與三角校正。研究發現參與教師在這一年中自然科教學之改變情形如下:參與教師對於學習環由一無所知,轉變為關心其效率、如何與其他老師合作、甚至思考其改良的可能方向。教師由非學習環的使用者轉變為學習環的推廣者。參與教師們的課程設計與教學流程大致都能遵循學習環所建議之教學順序,符合建構主義教學理念的教學行為大幅出現在各階段的教學活動中。實施過程中教師遭遇一些教學策略不熟悉、時間限制、及外在支援欠缺等的困難。 問題中常以四捨五入法求商。 3.學童在求有餘數的除法中,會忽略餘數的小數點,或是將餘數的小數點對齊移位後的被除數小數點。 音樂學習、以及家長對音樂的態度,與音樂性向的結果並無太大的相關。音樂教師對學生的評量則無法準確區分出學生分別於音高與節奏的能力。 較高年級的學生較能準確評量自我的音激能力,但是他們對音樂成為未來職業的態度並非與本身的音樂性向成績有太大的相關。再者,家長對於子女的音樂能力了解雖與子女的音樂性向成績有一定的相關,但是針對國中時期的子女則顯不足。由此認為,標準化音樂性向測驗的研究將為台灣學生的音樂學習供重要與客觀的訊息。 |
英文摘要 | The purpose of this study was to investigate the change and constraints of four elementary science teachers by adopting a constructivist teaching approach, "Learning Cycle". The researcher and four fifth-grade science teachers established a collaborative relationship and subsequently designed, implemented and evaluated the curriculum for teaching specific scientific concepts throughout the one-year study. The data sources including classroom observations, interviews, documents, and a questionnaire were collected and analyzed. Results indicated that the four teachers had become concerned about impact of the new approach, had made a commitment to use the new approach with other teachers and tried to make small modifications during the study. The designed curriculum and teachers' teaching practices was aligned with the suggested approach. The constraints that the teachers encountered including teaching strategies, time, and outer supports were discussed. d by her instructional belief. Problems of the teaching which reflected a constructivist view of learning were identified. We concluded with some reflections and suggestions for improving science teacher training programs. s scored higher than males. Students' musical backgrounds and parents' support of and attitudes toward children's music learning are most related to students' performances on MAP. Families' musical experiences and family members' musical background, in addition to parents' attitude toward music, have less relationship to their children's music aptitude. Teachers are not able to separate their evaluations of students' tonal from their rhythm abilities. Students in higher grades were more capable of evaluation their music abilities, but students' willingness to pursue music as a future career is not related to their performance on MAP. Parents' concepts of their children's music abilities related to their children's scores on MAP, however, there were less so in grades seven to nine. Therefore, there is a need for a standardized music aptitude test for use in Taiwan. ore positive reaction to their experimental treatments and rehearsal strategies, (2)felt more confident in their diction performance and were more confident in their diction performance and were more satisfied with their own improved understanding, and (3) expressed a significantly higher preference for their phonetic instruction than students receiving the traditional rote instruction. |
本系統中英文摘要資訊取自各篇刊載內容。