- 期刊
學生中心教學之概念解析
An analysis of the concept of ＂student-centered＂ instruction
摘要
以學生為中心的教學模式已成為教育界關注的議題，許多文獻都提到，相較於傳統以教材或教師為中心的教學模式，學生中心的教學更能讓學生獲得「有意義的學習」。然而從過去的研究文獻中可以發現，倡議學生中心教學模式的學者們，對於此一概念，存在著不同的意義，缺乏操作性的解釋，或只是在概念上進行描述。因此，使得嘗試改變教學模式的老師們在設計教案並試行教學時，對自己所設計的教學內容與操作方式，常會提出「這究竟是不是學生中心的教學？」之類的問題。本研究之目的，即是在探討何謂學生中心，並建構實踐學生中心教學的準則。本文的研究方法是透過相關文獻的蒐集與分析，來描述出學生中心教學的本質涵義，並統整出能夠判斷、檢視是否符合學生中心之教學的標準與原則。本研究發現學生中心教學的模式，必須包含了四項原則，分別為：(1)教師與學生共同建立學習環境、(2)知識傳遞方式以學生主動發現為主、(3)讓學生了解學習狀況的學習評量、(4)培養學習責任的教學。
並列摘要
Student-centered instruction models have become one of the primary issues in education. Literature has mentioned that comparing to the traditional content- or teacher-centered instruction model, students can have meaning learning in the context of student-centered instruction. However, it is obvious that scholars who advocate the benefits of student-centered instruction interpret the concept of ＂student-centered＂ instruction in diverse ways and provide more conceptual descriptions of it rather than operational definitions. Practical teachers who try to change their usual lesson plans as well as implement alternative instruction models regularly question about their trials and ask the question of ＂whether it fits in with student-centered instruction＂. The purposes of present study were to analyze the concept of ＂student-centered instruction＂ and to construct the criteria if it is to be implemented and evaluated. Related literature was collected, analyzed and carefully interpreted to achieve two purposes of this study. This study concluded there are at least four criteria should be identified if an instruction model can be described as ＂student-centered＂ one: (1) the learning environment is constructed collaboratively by instructor and students; (2) the method of knowledge translation accentuates students' active discovery; (3) students know the ways of how to assess their own learning; (4) leading students to become an active and responsible learner.