如何透過問、想、做、評的行動研究步驟，提升嚴重智障學生的學習效能

如何透過問、想、做、評的行動研究步驟，提升嚴重智障學生的學習效能

• 吳羨美
• 邱碧嫩
• 廖雪珍
• 李立玉

香港特殊教育論壇, 10, 70-85, 2008

香港特殊教育學會有限公司

2008

• E 特殊教育
  • EB 智力障礙者之教育

嚴重智障 學習效能 教學策略 行動研究 Severe Intellectual Disabilities Learning Efficiency Teaching Strategies Action Research

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

• View Full Text 全文連結

嚴重智障學生與一般學生一樣，都需要學習新事物及不斷成長，老師必須了解學生不同的特點及需要，設計合適的教學策略，並要不斷檢視成效，才會有學習成果。本文闡述老師嘗試透過問、想、做、評的行動研究步驟，剖析學生需要及現有問題，並訂定施行方案，分享行動研究的經驗，並展示教師專業成長的歷程。 Similar to their mainstream counterparts, students with severe intellectual disabilities will need to be exposed novel experiences for them to be able to learn and develop. Teachers of these students will have to be sensitive to their learning needs and characteristics to be able to design appropriate teaching strategies. And to make sure that the desirable learning outcomes are reached, on going evaluation of the effectiveness of these strategies will be needed. This paper describes how a team of teachers applies the Problem Identification, Planning and Program Action research model to analyses the needs and difficulties of their students for making decisions on their implementation plan for teaching. The process of implementation also demonstrates how the team of teachers developed professionally through such action research process.
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• 中文

期刊論文

• 15627861

https://bibliography.lib.eduhk.hk/tc/bibs/1c0c5466

2019-04-09