探討專題研習的成敗：教師和學生的因素

探討專題研習的成敗：教師和學生的因素

Investigating the success and failure of project learning: Teacher and student factors

• 陳錦榮 香港教育學院課程及教學系

教育曙光 : 香港教師會學報, (48), 51-55, 2003

香港

香港教師會

2003

• G 課程與教學:個別教學範疇
  • GJ 跨課程科目

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

在二十世紀初，教師早以專題研習作為教學設計。雖然一直沿用至今，仍未能被本港一般學校普遍採用。近年，由於它被列為課程改革的四大關鍵項目之一，教師便一窩蜂去嘗試。然而，教師卻認為專題研習除花去他們不少的教學時間、增加他們的教學負擔外，學生亦因未能適應專題研習的主動學習方式，及未能掌握所需的社交技能而使專題研習的效果不一。建議教師多採用「學習型」的專題研習，輔以合作學習去幫助學生作好進行專題研習的準備。
Project learning, as a teaching strategy, has been used in the classroom since the early 20th century. Despite its historical background, it has not been popular among the Hong Kong teachers until it becomes one of the four key tasks in the current education reform. Nevertheless, many teachers still think that project learning is time-consuming, as well as a burden to their teaching load. Sometimes, the effect of project learning is not good because students have not yet accustomed to learning by themselves, apart from not yet acquiring the necessary social skills for project learning. It is recommended that teachers should adopt the kind of project learning that focuses on learning something new rather than consolidating something old, in addition to using cooperative learning to prepare students for project learning.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

• 中文

期刊論文

• 16831381

https://bibliography.lib.eduhk.hk/tc/bibs/1b64e241

2010-12-02