面对课改特教同工的成功实例CopingwithCurriculum教程文件.pptVIP

面對課改: 特教同工的成功實例 Coping with Curriculum Reform: Special  Education Practitioners Successful Efforts ;近年來，許多亞洲國家與區域都做主要的課程改革 . . .在香港，教育統籌委員會 (HKEC, 2000) 提出了終身學習 (life-long learning) 與全方位發展 (all-round development) 的大方向。 根據 HKEC 的建議 . . .課程發展議會 (CDC, 2000) 提出了 『學會學習』 “Learning to Learn” 咨詢文件。;Aims of Education in H.K.;To enable every person to attain all-round development in the domains of ethics, intellect, physique, social skills and aesthetics according to his/her own attributes so he/she is capable of life-long learning, critical and exploratory thinking, innovating and adapting to change; filled with self-confidence and a team spirit; willing to put forward continuing effort for the prosperity, progress, freedom and democracy of the society, and to contribute to the future well-being of the nation and the world at large. (Hong Kong Education Commission, 2000); 重度弱智兒童的教育目標 Code: 1 = 很不重要; 2 = 不重要; 3 = 重要; 4 = 很重要 學會簡單的認字看書 學會說出物體型狀例如方型,圓型,三角型 學會簡單的寫字,畫圖 學會對人點頭微笑 學會算術的加法,減法 學會說對不起 (sorry) 學會穿衣穿鞋 ; 課程重點 1. 生活技能 (1,3,4,7,15)2. 學科技能 (6,9,10,11,13)3. 社會發展與友誼 (2,5,8,12,14);邊個課程重點 ?; 課程重點 1. 生活技能  2. 學科技能 3. 社會發展與友誼  中度弱智學生家長 : 1, 2, 3 ; 課程重點 1.生活技能2.學科技能3.社會發展與友誼 中度弱智學生家長 : 1, 2, 3 重度弱智學生家長 : 3, 1, 2;兩種差異;教 學 工 作 三 議 題 ;傳統學科為本的主張 Academic rationalism: The need for established academic disciplines (e.g., physics, history, mathematics). (Morris, 1996);行為科學為本的主張 Applied behavioral analysis: The use of behavioral modification theories and strategies. (Morris, 1996); 社會與經濟優先的主張 Social and economic efficiency: Expecting pupils to be able to get a job, fit into society, and play a positive and contributing role in the community. (Morris, 1996); 社會改革的主張 Social Reconstruction: To create a world where people care about each other. (Paul Morris, 1996); 學童為本的主張 Child-centered: Stress exploration, investigation, and pupils’ choice. (Paul Morris, 2000); ？ 傳統學科為本的主張 ？ 行為科學為本的主張 ？ 社會與經濟優