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篇名
高階思維教學的革新形貌探析   全文下載 更多文章
並列篇名
Innovation Confi guration for Higher-Order Thinking Curriculum Implementation - An Exploratory Analysis
作者 楊思賢
中文摘要
面對全球一體化與資訊科技迅速發展,不少中外學者都主張改變課程與教學範式,一些更提出要把「高階思維」結合到學校課程與教學中。在香港,提升學生思考能力亦是面向二十一世紀課程改革的重點。
本研究將分享一項在香港兩所學校進行的高階思維教學研究結果。研究運用了Hall與Hord的「革新形貌」原理,探索教師如何在課堂中實踐高階思維教學,從而為思考教學的理念與實務,尋求發展的啟示。研究印證了一個具五個維度的高階思維教學理論架構,並展示了高階思維教學的不同革新形貌,包括較理想與較不理想的課堂實施,繼而發掘出「工具式」與「締造式」兩類高階思維課堂。最後,本研究提出了實施高階思維教學的相關建議。
英文摘要
Helping students to develop their higher-order thinking (HOT, in abbreviation) capability is a commonly stated goal in educational statements worldwide. This has also become a significant objective in the curriculum reforms in Hong Kong, which aims at better preparation of our students to meet the challenges of the new era. The paper discusses findings from a study which evaluates how two primary schools in Hong Kong implemented a HOT curriculum. To evaluate the degree of implementation of the HOT curriculum in the schools, the technique of Innovation Configuration Mapping (IC Mapping) was used. This technique, developed by Hall & Hord, is a means to assess the implementation of an innovation. By figuring out the IC Maps of the case schools, the ideal form of HOT implementation is further defined. It was found that some lessons were taught with more ideal forms of implementation while many others were taught with less desirable ones. Two major types of HOT lessons: “technical” one or “enacted” one, were identified. Furthermore, an analytical framework with fi ve dimensions of HOT teaching was generated from the research findings. Recommendations for further advancement of HOT teaching are also provided.
起訖頁 105-136
關鍵詞 革新形貌高階思維教學課程範式轉變課程變革與實施關注為本採用模式innovation confi gurationhigher-order thinkingparadigm shift in curriculum and teachingcurriculum change and implementationconcerns-based adoption model
刊名 課程研究
期數 201603 (11:1期)
出版單位 高等教育出版公司
DOI 10.3966/181653382016031101005  複製DOI
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