對小一數學輔導教學之反思

對小一數學輔導教學之反思

• 劉慧蘭

香港特殊教育期刊, 19, 98-102, 2017

香港特殊教育學會有限公司

2017

• E Special Education
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
• P Social Context of Education
  • PB Comparative Education

個別差異 三層支援模式 及早識別和輔導有學習困難的小一學生計劃 Individual Differences 3-tier Intervention Model Early Identification and Intervention Programme for Primary One Students with Learning Difficulties

• Hong Kong

• 1997.7 onwards

• Primary Education

由於每位學生都有其個別需要,故此如何照顧個別差異是學校以至每位老師的一個重要課題。根據香港教育局的融合教育運作指南,建議學校採用三層支援模式,以便因應學生不同的需要而提供適切的支援。而大多數學校均於每年的十二月起進行「及早識別和輔導有學習困難的小一學生計劃」(第一層:及早識別),並會設置輔導課,作為第二層支援的策略。作為學校負責統籌特殊教育需要的行政人員(下稱統籌主任),筆者希望透過檢視香港及不同地區對數學輔導教學的原則及策略,反思如何改善學校的小一數學輔導教學。Since each student has his or her own individual needs, how to cater for individual differences is an important issue for each teacher in schools. According to the Integrated Education Operation Guide of Hong Kong Education Bureau, it is recommended that schools should adopt a 3-tier intervention model to provide appropriate support to cater for students with different educational needs. Most schools carry out the "Early Identification and Intervention Programme for Primary One Students with Learning Difficulties" (First Tier: Early Identification) in December. Remedial classes, small group teaching and pull-out programmes will be involved as a Second Tier support strategy as well. As a school administrator (hereinafter referred to as SENCo) who coordinates the issues of special educational needs, I hope to improve the teaching of Primary One Mathematics in schools by examining the current principles and strategies of remedial teaching in Hong Kong and different regions.
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• Chinese

Journal Articles

• 24147818

https://bibliography.lib.eduhk.hk/en/bibs/064a955e

2019-04-09