國小教師因應混齡教學之實踐與省思探究：以國語科為例

The issue of multiage teaching has received considerable critical attention in rural school with effect of low child birth rate. The study investigated elementary school teachers’ changes and difficulties on teaching goals, contents, teaching methods, and evaluation in Mandarin class during their fi...

Full description

Saved in:
Bibliographic Details
Published in課程研究 Vol. 16; no. 1; pp. 081 - 102
Main Author 方正一(Zheng-Yi Fang)
Format Journal Article
LanguageChinese
Published 台灣 高等教育文化事業有限公司 01.03.2021
Subjects
Mandarin teaching
multiage teaching
teachers’ professional development
國語科教學
教師專業成長
混齡教學
multiage teaching
teachers’ professional development
Mandarin teaching
國語科教學
教師專業成長
混齡教學
Online AccessGet full text

Cover

More Information
Summary:The issue of multiage teaching has received considerable critical attention in rural school with effect of low child birth rate. The study investigated elementary school teachers’ changes and difficulties on teaching goals, contents, teaching methods, and evaluation in Mandarin class during their first year (including last and next semester) in multiage teaching. Qualitative measures was adopted. Data for this study were collected from interviews, classroom observation, discussion in conference, and teaching reflection in eleven months. Results of this study revealed that teachers tend to substitute compiled course material for traditional text books in Mandarin class after multiage teaching for one semester. Apart from differentiated evaluation based on students’ age differences and learning performances, teaching strategies are also adjusted to suit the objects and contents. Multiage teaching in Mandarin class still poses many challenges, such as contents to meet students’ requirements, teaching methods to
ISSN:1816-5338