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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/55787

    Title: 弱勢學生的教學:教師類型及其信念與實踐
    Other Titles: Teaching Disadvantaged Students: Teacher Types and Practices
    Authors: 宋佩芬;廖素嫻
    Contributors: 淡江大學課程與教學研究所
    Keywords: 弱勢學生;關懷理論;教師信念;Disadvantaged students;Theory of caring;Teacher belief
    Date: 2010-07
    Issue Date: 2011-08-26 21:41:43 (UTC+8)
    Publisher: 臺北縣:淡江大學師資培育中心
    Abstract: 近年來教育部對於弱勢學生的學習進行多項方案,然而,到目前為止,對於
    弱勢教學。本研究對台北縣市16 名參與弱勢學生教學之中小學教師進行深度訪
    談。研究結果發現( 1 )教師教學類型分可概分為四大類:傳統教學型、認知教
    學型、關懷教學型以及全人教學型-(2) 關懷教學型與全人教學型在心理及身心
    In recent years the Ministry of Education has initiated several projects aiming to
    benefit disadvantaged students. However, our knowledge of how to best help such
    students is still quite limited. This study explores the beliefs and practices of teachers
    who are involved in teaching disadvantaged students. Through understanding their
    beliefs about and approaches to teaching, we may glean insights about what good
    teaching is for disadvantaged students. The results indicate that (1) there are four
    types of teacher beliefs and practices: the traditional, the cognitive, the caring, and the
    holistic, and (2) caring and holistic approaches may have more positive impact on a
    student's mind and body, providing students with a sense of security and mental
    health. We contend that policies should be formulated for encouraging teachers to use
    caring and holistic approaches as models for teaching disadvantaged students,
    approaches which are more likely to have a long-term impact on students' lives.
    Relation: 亞洲地區弱勢學生教育教師專業/課程與教學國際學術研討會論文集,頁97-98
    Appears in Collections:[課程與教學研究所] 會議論文

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