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題名 | 追求卓越--直導教學模式在幼稚園及小學教學應用之初探 |
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作者姓名(中文) | 林淑玲; | 書刊名 | 嘉義師院學報 |
卷期 | 8 1994.11[民83.11] |
頁次 | 頁337-374 |
分類號 | 523.2 |
關鍵詞 | 小學; 幼稚園; 直導教學; 教學; |
語文 | 中文(Chinese) |
中文摘要 | 學前教的目的除了讓幼兒正常、快樂的成長外,是否另有其應達成的認知、情意、目標水準?有關自然準備論及加速準備論的爭議至今尚未明朗,但不可諱言,幼兒的成就差異自幼稚園起就已出現了,而且對個人終身成就影響深遠。美國在六○年代為彌補低收入家庭、文化不利兒童所提出的教育方案中,直導教學是根據行為主義心理學的原理所設計的一種教學模式,而且研究發現其對於提昇低成就學生的學業表現確有其成效。 且導教學的應用,並不限定年齡,但多用於幼稚園( 五歲至六歲)、小學。就應用效果來看,由於影響學生低成究的原因眾多,因此,直導教學成效必需長期應用才能顯現其成效。班級教師如欲運用此一教學方法,筆者建議應結合現行各師院學科專家資源,以利教學材料之分析與組織。 |
英文摘要 | Though the debate over nature readiness and accelerated readiness dosen's bring an acceptable acceptable result, academic differences among young children raise at kindergarten level has been proved by several researches. In 1968, Direct Instruction was developed by Englemann and Becker, and was asserted it's effects in teaching educationally at-risk students' academic skills in mathematics, reading comprehension, and language. Direct Instruction was developed for students of all age , but in genreral, we use it for children of kindergarten and primary school. As to endure effect on students life, Direct Instruction should go through at least from kindergarten through third grade and look for subject experts' help as it is used. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。