十二年國民基本教育中學師資培育的有效教學：差異化的觀點 12-Year Basic Education High School Teacher Education　Effective Instruction: Differentiation Overview

Abstract

2014年8月，教育部推行十二年國民基本教育，中學師資培育勢必再受衝擊，再次轉型的教改風潮下，研究者針對師資培育如何實施有成效的教學，持差異化的觀點做概論性的論述。本研究採文獻分析法與參與觀察法，針對臺灣中學師資培育有效教學─差異化的觀點，提出五項元素：「師資培育的學習環境」、「師資培育課程」、「師資培育的評量」、「師資培育教師的教學」及「師資培育教師的教室領導與管理」，供教育部及師資培育之大學在新國民教育里程碑之際，作為中學師資培育的參考。 August 2014, the Ministry of Education implementation of the national basic education, high school teacher education is bound to further shocks again, below wave of reform transformation again, teacher education for researcher how to implement effective Instruction, a view is differentiated for the discussion of introduction. Researcher adopted literature analysis method and participant observation method, for our high school teacher education effective instruction─differentiation overview, proposed fi ve elements: learning environment and differentiation, curriculum and differentiation, assessment and differentiation, instruction and differentiation, classroom leardership/mangement and differentiation, for the Ministry of Education and the university of teacher education in the new national education new milestone occasion, high school teacher education reference.

Keywords

• 十二年國民基本教育
• 中學師資培育
• 有效教學
• 差異化
• 12-year basic education
• high school teacher education
• effective instruction
• differentiation