教師創新教學的類型與可能

The Patterns and Development of Teaching Innovation

史美奐(Mei-Huan Shin)

《課程與教學》 7卷1期 (2004/01) Pp. 1-14+177

https://doi.org/10.6384/CIQ.200401.0001

摘要

教師從事創新教學仍未能確保供給學生一份未來的地圖，只能試圖給予學生一個羅盤，提供他一個可能的方向，這是從事創新教學者所努力的。本文中試著將創新教學分成三種類型：改善、超越及創新三個層級，改善是把現有的教學做對；超越是在教學中自省，以教學目標來問教學中對的事情是什麼；而創新是不被教科書的內容所局限。創新教學還應由勾繪躍進式改變、專業知識及創意思考三者並重，重新思考學校的定義為何？文末提出建議：建立制度鼓勵教師持續改善教學、給予適當回饋以檢視與省思教學及創新與適性教學並重。

關鍵字

教學創新 ； 教學反省

並列摘要

Even teaching with innovation, we still cannot make sure we can give students a map for the future, but we should offer them a compass, showing them directions. That is what someone who tries teaching innovatively should do.In this article, it is divided teaching innovation into three patterns: improvement, surpassing, and innovation. Improvement means doing things right; surpassing is reflecting on teaching, further, based on teaching objectives deciding on what is the right thing to do; innovation is not being restricted by the textbook.In the end of the article, there are some suggestions about encouraging teachers to continue improving teaching techniques, giving a proper feedback to inspect teaching effects, and being innovative for each individual.

並列關鍵字

Teaching innovation ； Teaching reflection

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