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充实模式之课程设计(Full model of curriculum design)
充实模式之课程设计(Full model of curriculum design)
Full model of curriculum design
The Special Education Department of Kaohsiung Normal University professor Cai Dianmo
Gifted education aims to stimulate the potential of gifted, gifted behavior training. Therefore, the gifted curriculum arrangement, should pay attention to temptation, inspire and diversity, through diversity and widen the course, inspire their interest in high levels of learning and research, and to encourage the project to study the long-term efforts to complete the complete start grams, play to their ability, creativity and perseverance, but not knowledge consumers (knowledge consumer), and to practice a knowledge of the producer (knowledge producer), the gifted students with outstanding contributions to the society become truly gifted (Creative productive giftedness).
Gifted has engaged in the study of high level of potential, the study ability is not innate, so in the full course arrangement should emphasize training methods to create thinking and research. The above is the director of the Gifted Education Center Ruan Ruli (Renzulli), in the education of gifted the third enrichment model (The Enrichment Triad Model) sparkplugged in.
Renzulli (1977) three enrichment mode advocated gifted education aims to cultivate students behavior of gifted, exploring the use of appropriate methods of research, the real practical problems. This enrichment model mainly in the gifted students with different learning experience, designed for different needs (Baum, 1988).
Three enrichment activities are divided into three full levels or type (Type).
The first type of activity (Type I): General exploratory activity (General Exploratory Activities), emphasize the tentative interest and widen the nature to enrich the curriculum, for the purpose of:
1. expand the students knowledge and life experience
2. test and cultivate students interest in high level research
3. as a teacher training and cognitive research methods
Two, seco
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