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題名 | 個別差異在教育上之探討與應用=A Study of Individual Differences Discussed & Applied in Education |
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作者姓名(中文) | 史濟鍠; | 書刊名 | 醒吾學報 |
卷期 | 24 民90.10 |
頁次 | 頁77-107 |
分類號 | 521.41 |
關鍵詞 | 全人教育; 個別差異; 人格測驗; 智力測驗; 性向測驗; 成就測驗; 精神分析論; 因素分析論; 操作制約學習論; 認知學習論; 需求層次論; 評定量表; 人格自陳法; 投射法; 社會測量法; 情境測量法; Whole education; Individual differences; Personality test; Intelligence test; Aptitude test; Achievement test; Psychoanalytic theories; Theories of factor analysis; Learning theories of operant conditioning; Cognitive learning theories; Hierarchy of needs theories; Rating scales; Personality inventories; Projective methods; Sociometric technique methods; Situation testing methods; |
語文 | 中文(Chinese) |
中文摘要 | 長久以來,進入職業學校或中學職業科的同學,由於目標與學制的不同,所以學習的科目與大學聯考科目有相當大的差距,若是一定要參加大學聯招的考試,勢必要花許多課外的時間,重新學習高中的一般科目。對於技職體系的同學而言,實在是一件不值得、不需要又不公平的事。幸好教育部已注意這確實是一種國家資源的浪費,所以近年來積極致力成立與改制各種技術大學或學院。 對技職體系的學生而言,暢通的升學管道固然令人振奮,但是曾學校能注意到學生的個別差異,而使用不同的方式來因材施教,俾能讓學生在學校獲得學習的最大成效,更是一項值得讓人關心的重要課題。 學生的差異可由弗洛依德的精神分析論、卡特爾的因素分析論、斯肯納的操作制約學習及馬斯洛的需求層次論,來分析他們的差異由何產生。藉由評定量表、人格自陳表、投射法、社會測量法及情境測量法來瞭解學生的人格;可以使用斯波曼的二因說、桑戴克的多因說、石爾斯頓的群因說及柯勒的完形理論,來分析每個學生的智力都有不同;也可以以史丹福比奈智力量表與魏克斯勤智力量表等等瞭解學生一般能力;但嘉德納的多元智慧論提出人們應該有七種不同的能力,每個人的長處都不一樣,傳統的智力測驗在預測人們的成就是令人質疑的。或許我們而要知道我們的長處在哪裡,則可以用性向測驗來幫助我們瞭解自己的潛在能力。一般而言,它可能測量出我們在語文推理、數學推理、機械推理、空間關係、文書速度及精確性、拼字、語文運用等八個方面的特殊能力。目前已在廣泛使用的有學業性向測驗、分類性向測驗、音樂性向測驗等、都可以幫助我們找出學生未來可能適宜的發展方向。 為了能確實的提昇教學效果,必須善加利用成就測驗,以便確實掌握學生學習成效。而依照學習的過程,評量可以幫助瞭解學生的起點行為、學習過程成效及學習成果,若能配合評量來實施即時機補救教學,相信一定能立即看到學生學習的成效。唯評量在實施時,必須注意到適當性、周延性及公平性,選用適當的評量工具。 而這樣的差異事實在教育上的應用,可協助老師瞭解學生的人何、智力及性向上有所不同,所以在教育上必須有相關配合的方法,若能確實掌握各種不同的技巧,可以協助老師應用不同的方法以輔導有領導能力者、有情緒困擾者、男女人際交往者、資賦優異者、身心缺陷及學習困難者,真正展現出師者之所以為師的專業。 |
英文摘要 | For a long time, students in vocational system schools differed from students in regular high school in their study goals. Students who want to participate in college entrance examination must spend a lot of time after school taking general courses for unfair and unnecessary. Fortunately, our Ministry of Education has been aware of this waste of national resources; hence much effort has been put on establishing and reforming technical universities and institutes. Nevertheless, during the period for establishing new criteria, the existing norm, terms personnel plans, teaching facilities and regulation need adjustment and improvement. For vocational education system students, school authority should note differences and apply various teaching skills to meet their learning needs. Student differences can be analyzed based on S. Freud’s psychoanalytic theories, R. B. Cattel’s theories of factor analysis, B. F. Skinner’s theories of learning operant conditioning and A. H. Maslow’s hierarchy of needs theories. By suing rating scales, personality inventories, projective methods, sociometric techniques and situation testing methods, teachers can understand their own personalities as well as their students. C.Spearman’s two-factor theory; E. L. Thorndike’s multiple – factor theory; L. L. Thurstone’s group-factor theory and W. Koehlor’s gestalt theory can be applied to analyse individual difference in intelligence. The Standford—Binct Intelligence Scale, Weschler Intelligence Scale etc. Can aid understanding of individual general ability. H.Gardner’s multiple intelligence theory indicates that people have seven different abilities, and that each one is unique. The results of traditional intelligence tests used for achievement evaluation may be uncertain. In general, aptitude tests are helpful for understanding an individual potential in speech, mathematics, abstraction, mechanism, space relations, writing proficiency and accuracy, spelling, and language practice, eight special abilities altogether. So far, scholastic, differential and music aptitude tests have also been helpful in revealing suitable approaches for future development. In order to assure improvement in teaching efficiency, it is necessary to use achievement tests effectively, to ensure effective student’s learning. Evaluation can be helpful to understand each student’s initiative behavior, learning process efficiency and achievement. If evaluation is followed by diagnostic prescriptive teaching, students’ learning achievement. If evaluation is followed by diagnostic prescriptive teaching, students’ learning achievement can be immediately understood. However when evaluation takes place, proper evaluation tools should be selected with close attention paid to adequacy, continuity and fairness. Thus, factual differentiations applied in education will assist teacher’s understanding of students’ personalities, aptitude and character. Therefore, it is necessary to use coordinated methods in education. Various well – controlled techniques will be helpful when applying a variety of approaches to counsel students leadership, emotional disturbance, mental gifted, mental defective and learning disabilities. Obviously, those of teaching profession are actually life time achievers as well as teaching profession developers. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。