Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/2625
Title: 高中藝術教師跨領域協同教學成效之個案研究—以中山女中高瞻計畫(2007 ~ 2010) 為例
Other Titles: High School Art Teachers' Interdisciplinary Team Teaching-A Case Study of High Scope Program(2007~2010)in Zhongshan Girls High School
Authors: 傅斌暉
Pin-Hui Fu
Issue Date: Mar-2014
Publisher: 國立臺灣師範大學師資培育與就業輔導處
Office of Teacher Education and Career Service
Abstract: 本研究以中山女中高瞻計畫教師團隊為例,透過訪談、檔案和文件分析,探討高中藝術與科學教師跨領域協同教學之成效。研究發現藝術教師跨領域協同成效主要呈現在「課程」、「學生」和「教師」三方面,課程方面其有「多元教法與多元評量」 、「小組合作學習」、「適性化教學」三種活化效能;學生方面達到「增進女學生科學實作的興趣」、「創新設計與覺察能力的進步」、「創意思考能力與態度的提升」、「擴展團隊合作與多元思考能力」四個成效;教師方面呈現「強化藝術教師的角色與價值」、「教學專業與團隊合作能力的成長」、「共享與付出的意識和行動」等教師改變效能。
With the high-scope program teacher group in Zhongshan Girls High school as an example, this present study investigates the effects of art and science teachers' inter-disciplinary team teaching. It conducts a series of interviews, file tracking, and document analysis. The research results are mainly observed in the three aspects. The effects on curriculum show themselves in three functions: "multiple pedagogies and alternative assessment," "group cooperative learning" and " adaptive teaching". For students, the effects contribute to four aspects: " increasing high school girls' interests in science experiments," "improving the potency of creative design and observing," "enhancing the capacity and attitude of creative thinking" and "expanding the capacity of teamwork and diversified thinking". The project also has influences on teacher change, which includes "accentuation of art teachers' role and value," "growth of professional teaching competence and teamwork capacity," "awareness and action of sharing and devoting".
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/2625
Other Identifiers: 17AB6565-FD68-F91D-71E7-D335789A800E
Appears in Collections:中等教育

Files in This Item:
File SizeFormat 
ntnulib_ja_L1001_6501_095.pdf6.44 MBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.