2009年4月10日 星期五

《有效教學法》深度對談

《有效教學法》作者:Gary G. Borich
講者:臺灣師範大學教育系郝永崴hao@ntnu.edu.tw


Chapter 1
Q:教學現場常會希望透過「教室觀察」方式,改進與提升教師教學效能,透過觀察可以看到有效教師的全貌?或是部分?其限制可能在哪裡?為什麼?
教室觀察技巧
教室觀察八面向:
1. Consider the learning climate
2. Focus on classroom management
3. Look for lesson clarity
4. Verify variety
5. Observe task orientation
6. Examine engagement
7. Measure student success
8. Look for higher thought processes and performance outcomes
教室觀察方法:
1. Narrative reports
2. Rating scales
3. Classroom coding systems

Chapter 4
Q:請比較臺灣、美國課程計畫編寫的差異?「跨學科主題單元」的實施在美國要如何進入原有的教學時數?「視覺大綱」圖示使用的時機為何,是否即是所謂的「課程地圖」?
「視覺大綱」
1. 應與課程計畫並存,明示教學及課程流程
2. 包括「教什麼? 」 「結果? 」
3. 每日課程單元的「課程地圖」, 由簡入繁, 以學科或以主題為順序

Chapter 6
Q:間接教學策略強調學習的過程是探究,如書中頁237的例子,採用建構式的教學,其中學生所產生的迷失概念不少,老師並未直接指出,而是不斷的讓學生去發現問題、找出矛盾處,最後進行歸納。這樣的方式在學生數多的班級中,是否造成少數學生和教師對話,一堂精采的課堂對話後,學生所產生的迷失概念仍未獲得解答呢?
1. 6-8 member collaborative groups
2. Teachers rotate among the groups
– Inquiry-based learning http://inquiry.uiuc.edu/
– Problem-based project
• Ill-structured
• Authentic activities
• Applicable
• Inter-disciplinary
• Self and peer assessment
• Responsibility
• Collaboration, reflection

Chapter 7 (1)
Q:有效教學法一書中關於直接教學法與間接教學法所引用的教學實例,均以「教師提問學生回答」為主要的教學方法。試問:教學中若僅以提問為主要教學策略,對於高層次思考之認知目標的達成有何限制?
Chapter 7 (2)
Q:「提問」技巧及方法對於教師是一輩子應該著墨研究的重要能力,建構一個好的問題更是重要的教學技巧,就本書P.308的問題類型決定樹除了可以將教師所提出的問題作分類之外,是否能夠運用來作為建構問題的方法?
或者對於教師建構問題時有哪些建議,以便協助教師建立適宜的問題。

1. Application Openers
2. Analysis Openers
3. Synthesis Openers
4. Evaluation Openers
5. Chapter 8

Chapter 8
Q:當學生陷入試題的謬誤之中,又無法自我更正時,自我導向學習是否還可以發揮其正常的功用?(針對第8章功能性錯誤,頁331)
Self-directed learning
1. Self directed learning is not, by itself, intended to correct misconceptions
2. but actually to encourage the learner to go beyond or rearrange existing content
3. providing the the opportunity for misconceptions to occur from which new learning can emerge.
4. The teacher plays a vital role in monitoring self-directed learning.
5. Self-directed learning
GENERAL SKILLS:
1. Goal setting skills
2. Processing skills
3. Other cognitive skills
4. Some competence or aptitude in the topic or a closely related area
5. Decision making skills
6. Self-awareness
Other cognitive skills:
1. Sensory
2. Memory
3. Elaboration
4. Problem solving and problem posing.

Chapter 9
Q:合作學習中p371,如何針對組中較叛逆或被動成員進行有效學習策略安排?社會學者藉由長期觀察中的發現,是否教師在安排分組技巧或協助學生積極參與中,有階段性的設計呢?
Collaborative Learning
1. Heterogeneous Grouping:
– Form groups with members of different ability and motivation and that include both active and passive learners.
– This tends to promote a need for members to help others to get the collaborative work done.

3. Set rules beforehand
– how you expect the group members to act, e.g. with politeness, efficiency, thoroughness, caring for others, etc.
4. Assign everyone in a group a specific responsibility and title
– summarizer, researcher, resource gatherer, checker, etc. This assigns responsibilities that keep the learner’s busy fulfilling their role and other’s in the group “after them” to complete their role in order to get a good group grade.

5. Peer assessment
– Have group members assign points (e.g.,on a five point scale) to the other group members as to how well they fulfilled their role.
– The average of all the ratings becomes the groups “behavior” score which can be a percentage of the groups “performance” score
6. Students need to feel safe, but also challenged.
7. Groups need to be small enough that everyone can contribute.
8. The task students work together on must be clearly defined.

Chapter 10
Q:當今台灣國中教室管理問題繁雜棘手,光是依據書中所提的教室管理原則不足以應付。發生師生衝突的當下,教師教室管理的原則應為何?
Q:教師的管教權被大幅剝奪,輔導學生動輒得咎,面對孩子不當的行為,教師處理的規準又為何?
Management dimension

Establishing conditions that facilitate success
– Establishing teacher leadership
– Motivating students
– Organizing physical environment
– Managing time
– Managing lessons
Discipline dimension
Developing self-control and character
– Choosing a response
– Responding to minor problems
– Direct teacher intervention
– Responding to persistent misbehavior
– Responding to serious problems
– Teaching conflict resolution

絕對不在全班面前情緒失控發脾氣
– 冷靜處理事情
– 使用多種方法,如換座位、打電話給家長 (若家長會聽) 、私下談
Begin With Ourselves
Are we creating educational environments that…
– Respect students
– Allow them input and decisions in THEIR education
– Have culturally relevant and worthwhile curriculum
– Offer opportunities for student success
– Give students a sense of belonging
– Offer opportunities to have FUN

Chapter 11
Q1:《有效教學法》一書中於每一章末幾乎都會提到因應「文化差異」學生,教師應當如何細緻的改變自己的教學行為,甚至是不同教學策略所牽動的不同(文化)背景學生的知識準備等。可否請教授談談美國教育在此部分的關懷,或是簡單為我們說明美國在多元文化下的教育圖像?
Q2:另,由此延伸問題是:臺灣強調的校本課程,鼓勵校際「差異」,但同一區的學校是否真有如此之大的文化差異?至少與美國這大熔爐比較起來我們的組成相對單純,這樣的課程設計理念是否有重新思考之必要?
Q3:班級學生文化之差異在美國與台灣有何不同?
順應文化差異
Anton-Oldenburg(2000)、Miller(2000)、Lusting & Koester (1998):
都認為要能夠在多元文化班級作有效教學,教師不只需要知道學生的學習與認知風格,以及因應的教學策略,更需要了解學生的價值觀、社會互動型態、興趣與關心的議題。

美國
一個移民組成的國家:
1. 目前少數族裔佔人口總數 20%
2. 西班牙裔及亞裔的移民激增,預估2020年後,所有少數族裔的人口總和將占美國總人口的半數

提倡地球村的觀念:
1. 多元文化知識的教育
2. 消弭歧視、敵對心態的教育
3. 促進族裔、族群交流的教育
4. 提倡地球村觀念的教育。
教室裏的文化差異
通常是指:
1. 班級裏由異質性學生組成,學習速度不同, 需要不同教材
2. 通常以異質教學( differentiated instruction ),滿足異質性學生的學習需求