混齡教學之理論與實務探討－以德國耶拿計畫學校為例

Study on Theory and Practice of Multi-Grade Teaching-Taking Jenaplan School in Germany as an Example

余曉雯(Hsiao-Wen Yu)

《課程與教學》 24卷3期 (2021/07) Pp. 145-176

https://doi.org/10.6384/CIQ.202107_24(3).0006

摘要

德國混齡教學的歷史可向上追朔百年。20世紀上半葉所開展的各種改革教育學校中，幾乎清一色的都主張以混齡班級的方式進行教學。其中最負盛名也持續最久的學校類型之一是耶拿計畫學校。至於臺灣，在因應少子化的衝擊下，也推出政策，鼓勵偏遠地區學校實施混齡編班、混齡教學或學校型態實驗教育…等，以提升學生學習成效。本研究一方面透過文獻分析，探討混齡教學的意義、優點、教學組織方式與注意要點，希望有助實務工作者能夠掌握混齡教學的要義；其次，則透過德國耶拿計畫學校的實地參訪，針對其實務運作進行介紹，進而指出如下幾項要點：一、混齡教學方式可視課程、學習內容與進度…等狀況，彈性加以調配運用；二、學校仍舊重視學生各項基本能力的獲得；三、學校中同時也透過不同的設計而積極提升混齡教學所帶來的跨學科社會能力；四、在混齡之中，學校無論在課程設計或教師在教學設計上，往往同時兼顧個別化的學習與合作學習。

關鍵字

耶拿計畫學校 ； 混齡教學 ； 德國教育

並列摘要

The history of mixed age teaching in Germany can be traced back to almost a century ago. Among the various reforms conducted in several education schools in the first half of the 20th century, almost all had advocated teaching in the multi-grade classes. One of the most prestigious and long-lasting types of schools has been the Jena Plan School. As for Taiwan, in response to the impact of declining birthrates, certain educational policies have been introduced to encourage schools in remote areas to implement mixed-age arrangements, mixed-age teaching, or school-type experimental education to improve students' learning effectiveness. This research first explores the significance, advantages, teaching organization, and key points of mixed-age teaching through literature analysis, hoping to help practitioners grasp the essentials of mixed-age teaching. Then, based on a visit to the Jena Project School in Germany, the actual operation was further introduced, with some significant points commented: (1) The mixed-age teaching method can be flexibly deployed and used depending on the related curriculum, learning content, and progress; (2) The school specifically emphasizes the importance of developing students' basic abilities; (3) Through different teaching designs, the school has also notably enhanced the interdisciplinary social abilities brought by mixed-age teaching method; (4) In mixed-age classes, the individualized learning and cooperative learning are both taken into account in curriculum and teacher's teaching design.

並列關鍵字

Jenaplan School ； mixed-age teaching ； German education

參考文獻

丁詠淩、龔育菁（ n.d.）。助力還是阻力 ?─ 混齡教學的難與弊 。取自https://ece.ndhu.edu.tw/bin/downloadfile.php?file=WVhSMFlXTm9MelU1TDNCMFlWODFPRFUzTTE4MU9URXdPVFE0WHpjNE5ETXdMbkJrWmc9PQ==&fname=HDJHFDOPSXYXZT55HDRPYXFHIHVTCD51JDRPCD55GHFDTWCH51FDEDRPKLIHIH40MLEDYXEHJDOPTWB5SXB5GDVX15ZX0140EDJHUWFH35IHZXUXRLA5YXB545FDIHQPHDJHUX4535YXZTCHUTRPYXB5JDVTCDEDUXRPHD5035QPB5CHCDIHHCRPHDFDJHRPKLDDCD55UXNLB5EH51NL15QPUXML25DDKLVT55FDUX11KOKO。

少子化！偏鄉小校實施混齡教學老師好無奈（2018 年 7 月 25 日）。東森新聞。2020 年 3 月 15 日，取自 https://news.ebc.net.tw/News/living/122691。

吳佩旻、張錦弘（2017）。全臺 26 班採混齡教學。教育部：提升學習效能。取自 https://udn.com/news/story/11320/2818793。

徐永康、鄭同僚（2019）。鄉村小校混齡教學與課程設計。課程研究，14 ( 1)，55-77。

教育部（ 2017a ）。 公立國民小學及國民中學合併或停辦準則 。取自https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0070070。