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題名 | 從數學有意義的學習談建構式教學與講述式教學二元對立的迷思=Investigating the Conflict and Misconception of Constructive Instruction and Didactic Instruction from Meaningful Learning of Mathematics |
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作者姓名(中文) | 許清陽; |
作者姓名(外文) | Hsu, Ching-yang; |
書刊名 | 教育研究 |
卷期 | 12 2004.06[民93.06] |
頁次 | 頁83-90 |
分類號 | 310.3 |
語文 | chi |
關鍵詞 | 有意義的學習; 建構式教學; 講述式教學; 數學教學; Meaningful learning; Constructive instruction; Didactic instruction; Mathematics instruction; |
中文摘要 | 從歷年數學課程標準或綱要的修訂過程可發現,數學的教學方式似乎存在著「建構式教學」與「講述式教學」二元對立的爭論。近年來所實施的「建構式教學」,因無法滿足傳統考試的需求,已不再提倡;而九十二年公布的九年一貫教學課程正式綱要,又回到傳統的「講述式教學」的精神。數學課程的修訂,教學法的提倡,充滿著二分法的思維模式。就奧蘇貝(Ausubel)的有意義學習理論而言,「建構式教學」和「講述式教學」並非全然的對立,它們是一種連續體,只要能從學生的先備知識出發,讓數學的教學對學生產生意義,那麼「建構式教學」和「講述式教學」是可融合地運用於教學情境中。 |
英文摘要 | The purpose of this article is to investigate the misconception concerning the conflict between “constructive instruction” and “didactic instruction”, based on Ausubel's meaningful learning theory. Constructive instruction has not been advocated recently, because it can not satisfy the demand of traditional examination. The formal mathematics curriculum outline that will be announce in 2003 emphasizes “didactic instruction” again. Mathematics curriculum revision, instruction advocate, present opposing thoughts. According to the meaningful learning theory of Ausubel, “constructive instruction” and “didactic instruction” are not completely opposite, rather a kind of continuous body. If we can emphasize students' prior knowledge, make the teaching of mathematics produce meaningful learning for students, then “constructive instruction” and “didactic instruction” can be integrated in a teaching situation. |
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