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題名 | 「常態編班」之後﹖--以德國「綜合中學」為例探討常態編班下可行的教學組織型態=What is after "Dividing the Classes Normally"﹖--A Useful Instruction System Style in Normally Dividing Classes of the Example" Integrated Secondary School" in German |
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作者 | 陳惠邦; 蔡瓊嬅; | 書刊名 | 新竹師院學報 |
卷期 | 12 1999.02[民88.02] |
頁次 | 頁213-229 |
分類號 | 523.67141 |
關鍵詞 | 常態編班; 德國中學; 綜合中學運動; 合作性綜合中學; 整合性綜合中學; 能力分組教學; 彈性分組教學; 團隊--小組模式; 畢勒斐實驗學校; The integrated secondary school; Class dividing; Group-subdivivision; Bielefeld experiment school; |
語文 | 中文(Chinese) |
中文摘要 | 「綜合中學運動」係德國60年代以來教育制度改革與教育發展的主要動力。本文 針對德國「綜合中學運動」中所嘗試的主要教學組織型態,包括:「合作性綜合中學」、「 能力分組教學」、「彈性分組教學」、「團隊(小組模式」、畢勒斐實驗學校教學組織型態 等,加以介紹與討論,並引以為對國內目前強力貫徹「常態編班」的評論。 本文作者認為,各種教改目標並非單靠由上而下的政令或口號就可達成,而是需要配套性質 的「框架條件」( Rahmenbedingungen )的配合。 所謂「徒法(學校制度、教學組織型態 )不足以自行」,筆者歸結出最重要的是因素還在於教師的知識能力與觀念態度,唯有學校 教師們真正注重學生差異、在教學考量上願意以學生需求而非教師需求為第一考量,「因材 施教」、「機會均等」等教育理念才可能落實。 |
英文摘要 | "The Integrated Secondary School Movement" was the main motivation of the educational reform and the educational development in German since the 60's deca-des. This article was aimed at the main instruction system styles which German tried to use in "The Integrated Secondary School Movement" (Gesamtschulbewegung) , including "Cooperative Integrated Secondary School" (Kooperative Gesamtschule), "Dividing Instruction According to Abilities", "Flexible Dividing Instruction" (integrierte Gesamtschule mit flexibler Differenzierung) , "Group-Subdivision Model" (Team-Kleingruppen-Modell) , Bielefeld Experiment School (Bielefelder Laborschule) instruction system styles, etc., which were introduced and discussed and lead to comment on the implement of "Normally Dividing Classes" in our country powerfully. The researcher regarded that every goal of education reform could achieve not only depends on the top-down orders or slogans, but also needs to coordinate a complete setting, the "Rahmenbedingungen". The researcher concluded the most important reason for affective teaching was the knowledge ability and the concept attitude of teachers. It is only when teachers really pay attention to the personal differences among students, and would like to consider the students' learning needs as the first but not teachers' needs while teaching, the education ideals such as "teach students in accordance with their aptitude", "equal opportunity" just can be implemented. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。