2011年版特教新課程之可行配套：多軸化的教學新型態
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Date
2014-12-??
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國立台灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本文旨在探討區別性教學的可行策略，以提昇特教班教學之個別化程度。自從2013年起，新北市開始推行多層次教學，此乃臺灣特教界走向區別性教學的重要里程碑。區別性教學在概念上所衍生之多軸線或多軸化教學可使教師同時為不同學生提供多樣化的菜色，以滿足其學習需求。作者探討了多軸線教學的可行之道，並針對未來可能遭遇之阻礙提出若干建議。
This article aimed to discuss the feasible strategies for differentiated instruction (DI) which afforded to improve the individualization degree of instructions in special education classrooms. Since 2013, New Taipei City started implementing multi-instructions and which could be a significant milestone for DI in Taiwan’s special education field. The instruction of multiple threads, conceptually derived from DI, could empower teachers to provide diverse menus for different students so as to fulfill their varied learning needs. The author explored the feasible ways to achieve DI, and gave a certain suggestions for relevant barriers possibly encountered in the future.
This article aimed to discuss the feasible strategies for differentiated instruction (DI) which afforded to improve the individualization degree of instructions in special education classrooms. Since 2013, New Taipei City started implementing multi-instructions and which could be a significant milestone for DI in Taiwan’s special education field. The instruction of multiple threads, conceptually derived from DI, could empower teachers to provide diverse menus for different students so as to fulfill their varied learning needs. The author explored the feasible ways to achieve DI, and gave a certain suggestions for relevant barriers possibly encountered in the future.