- 1、本文档共15页,可阅读全部内容。
- 2、原创力文档(book118)网站文档一经付费(服务费),不意味着购买了该文档的版权,仅供个人/单位学习、研究之用,不得用于商业用途,未经授权,严禁复制、发行、汇编、翻译或者网络传播等,侵权必究。
- 3、本站所有内容均由合作方或网友上传,本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺!文档内容仅供研究参考,付费前请自行鉴别。如您付费,意味着您自己接受本站规则且自行承担风险,本站不退款、不进行额外附加服务;查看《如何避免下载的几个坑》。如果您已付费下载过本站文档,您可以点击 这里二次下载。
- 4、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等,请点击“版权申诉”(推荐),也可以打举报电话:400-050-0827(电话支持时间:9:00-18:30)。
查看更多
專業講座(三):如何於探究學習中照顧學生的個別差異 香港教育學院 社會科學系、跨學科及通識教育研究中心 二零一零年一月九日 為新高中通識教育作準備︰提升初中學生探究能力的校本發展計劃(2009-2019) Students’ Learning Diversity in Liberal Studies Dr. Joe Lo HKIED 9/1/2019 Workshop3: 1. Diverse learning needs / abilities Mixed abilities of students New educational paradigm Multiplicity in educational contexts/channels/resources 2. Problems More curriculum space Student-centred approach Skill-based (performance-based)curriculum Standardized tests / exams IES → process learning → need of timely & instantaneous feedback Time / resource implications 3. Possible solutions Small class-size / project group Manageable projects (one-site multiple tasks) Group-based / collaborative learning (mix of abilities, peer support, tracking of diverse abilities at junior secondary level) Data bank / resource support – multiple resources selected according students’ interests and abilities 3. Solutions Multiple modes of IES according to students’ interests / abilities Clear / educative / informative rubrics Breakdowns of task into various phases (short-term / focused / manageable) Students’ handbook Independent learning platforms / resources / data bank 3. Solutions Connectivity → Students’ prior knowledge / lived experience / interests Continuous diagnosis / data collection based on students’ work / feedback to inform & improve practices Students’ self-reflection & peer review + peer support under teachers’ guidance Tests/Exams – open-ended, less structured /prescriptive, more on skill/concept applications, catering for diverse abilities…. 4. Suggested modifications in instructional devices/approaches i. Inquiry Learning (guided inquiry and open inquiry) a. Normal Practices: Engage→ Explore →Explain →Elaborate →Evaluate? 4. Suggested modifications in instructional devices/approaches b. Tips for modification: More planning with expected learning outcomes from students with a wider range of abilities (outcomes-based) Use collaborative /co-operative learning in the
您可能关注的文档
- 立春是几九第几天.docx
- 毕业设计内容和意义.docx
- 黑龙江交通运输局.docx
- 有机化学高鸿宾第四版答案.docx
- 九九重阳节文艺晚会活动主持词.docx
- 初二物理上册知识点北师大.docx
- 惠山区劳动保障所.docx
- 2014淄博一摸卷讲评.ppt
- 高速公路0#台账意义及建立要点.ppt
- 探索酸性5 浙教版.ppt
- 胡希恕金匮要略讲座之妇人妊娠病脉证并治第二十.docx
- 胡希恕金匮要略讲座之趺蹶手指臂肿转筋阴狐疝蛔虫病脉证治第十九.docx
- 胡希恕金匮要略讲座之肺痿肺痈咳嗽上气病脉证治第七.docx
- 胡希恕金匮要略讲座之疮痈肠痈浸淫病脉证并治第十八.docx
- 胡希恕金匮要略讲座之腹满寒疝宿食病脉证治第十.docx
- 胡希恕金匮要略讲座之百合狐惑阴阳毒病脉证治第三.docx
- 5-SDS-聚丙烯酰胺凝胶电泳.ppt
- 中国高真空度真空腔体行业市场现状供需分析及市场深度研究发展前景及规划可行性分析研究报告(2024-2030版).docx
- 中国驻车空调行业市场现状供需分析及市场深度研究发展前景及规划可行性分析研究报告(2024-2030).docx
- 中国鱿鱼干行业市场深度调研及竞争格局与投资发展研究报告(2024-2030).docx
文档评论(0)