弱勢學生的教學:教師類型及其信念與實踐

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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，對於如何協助弱勢學生學習，我們所知仍然有限。本文探究從事弱勢學生教學的教師，其教學信念與教學方式為何，並藉由瞭解教師的教學模式，反思什麼是好的弱勢教學。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健康與安全成方面，提供比較全面的正向影響。本文主張，政策以及教師應以此兩類型作為弱勢教學的信念與實踐之努力方向，使弱勢學生得到真正具持續影響力的幫助。 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:	[Master's Program, Graduate Institute of Curriculum and Instruction] Proceeding

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