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題 名 | 資優班跨校交流活動中師生平行學習的交響=Parallel Learning of Gifted Children and Teachers through Cross-schools Activities |
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作 者 | 陳偉仁; 吳青陵; 黃楷茹; 呂金燮; | 書刊名 | 資優教育論壇 |
卷 期 | 14 2016.03[民105.03] |
頁 次 | 頁51-72 |
分類號 | 529.61 |
關鍵詞 | 跨校交流活動; 問題本位學習; 相互學習的社群; Cross-schools activity; Problem-based learning; Mutual learning community; |
語 文 | 中文(Chinese) |
中文摘要 | 跨校性的交流活動,對資優兒童的學習及教師專業成長有深刻的意義。本文分享一個跨校性的資優教師成長團體, 以問題本位學習 (Problem-based Learning, PBL) 為課程思維,共同討論並開發課程。團隊教師在各自的學校實踐課程, 但師生間不同層次的校內外「交流」型態,創造了心智轉化的空間,也讓學習開展在多面向的互動裡。首先,我們描述團隊教師的課程合作促發了資優兒童的跨校交流活動; 按著, 彙畫畫數年課程實踐中,跨校交流活動的型態, 及其媒介的學習面向, 並進一步以「運動」這個課程,深入的呈現交流活動是如何影響學習的縱深,同時,我們也分析規創交流活動的課程慎思歷程時, 所帶來的教師專業成長; 最後, 從「跨越」、「互動」、「轉化」這三個層次,再思交流活動對資優見童學習的敢發。 |
英文摘要 | Tbe experience of cross-schools activities is meaningfuI for gifted children's learning and teachers' professional development. A cross-scbools teacher team worked together and designed curricula for gifted cbildren based on tbe pbilosopby of Problem-based Leaming (PBL). The team teachers implemented curricula separately, while interaction of teachers and gifted children took place witbin!cross scbools. ln ligbt of tbe concept of mutual leaming communities, we first described how team teachers designed PBL curricula and then provided cross-scbools activities collaboratively. Second, the types of cross-school activities were analyzed and presented. We took tbe “Sports" project as an example to reveal in wbat ways cross-scbools activities mediated gifted children's leaming. The team teacbers' professional development by curriculum deliberation for cross-scbools activities was also presented. Finally, we reflected tbe implementation of crossschools activities in order to clarify their meaning for gifted children's leaming. |
本系統中英文摘要資訊取自各篇刊載內容。