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題 名 | 學生與教師在國小改編本教材中的地位 |
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作 者 | 柯華葳; | 書刊名 | 國教學報 |
卷 期 | 3 1990.07[民79.07] |
頁 次 | 頁195-234 |
分類號 | 523.4 |
關鍵詞 | 改編; 國小; 教材; 教師; 學生; |
語 文 | 中文(Chinese) |
中文摘要 | 本文旨在借觀察與訪問的教學資料來探討一年級國語、社會、數學、自然科學四科改編本中學科、學生及老師的關係。研究者發現不論那一科,多數老師都用講述和學生背誦的方式在教學。探究其原因,可能是:1)老師看一年級學生是被動的學習者,必須要教,他們才學得到。2)老師對學科的本質不了解,不知道為什麼不同的學科要有不同的教法。因此,為了教會學生,雖然參考了教學指引或教師手冊,他們仍然用自己熟悉的講述與反覆練習。從教學指引的內容來看,它一些沒有顧慮到學生與老師需求的教材安排與教法設計也是造成老師講述的原因之一。 研究者的結語是上述四科改編課程中,學科、老師、學生三者是分開的。根據課程設計理念,不論採取那一種課程定義,這三者應該是互相協調搭配的。 針對這個現象,研究者作了一些建議提供教師與課程發展者參考,以期我們有更好的課程供學生學習。 |
英文摘要 | This observation study explores the relationships among students, teachers and subject matters in the first grade curricula.1989 edition of Chinese, social studies, math and science. The findings show that no matter what subject is taught, most teachers lecture and ask students to recite. The reasons might be: l. Jeachers consider the first graders as passive learners learn by being taught. 2. Jeachers do not understand the nature of the subjects and the necessity of using different teaching skills to teach different subjects. Though they refer to teachers' manuals, they lecturer and drill as usual. 3. Teachers' manuals are designed without taking students' and teachers' needs into account. The conclusions is that in the 1989 edition curricula of the four subjects mentioned above, teachers, students and subject matters are seperated entities whereas these three should be in an interdependent and cooperative relation, no matter what definition of curriculum in taken. Recommendations are made for teachers and curriculum designers to develop a sounder curriculum for students. |
本系統中英文摘要資訊取自各篇刊載內容。