DFC：Design for Change 教學法

DFC：Design for Change 教學法

https://tycaa.dfctaiwan.org/

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相信改變從自己開始、願意化知識為行動、發揮所長且有利他作為

TED Talk: 關於藝術鑑賞 Tracy Chevalier: Finding the story inside the painting

 A great video.

Tracy Chevalier: Finding the story inside the painting

https://youtu.be/nCg2NcGYu34

107新北國中聯招 英文

 

I. Language Teaching and Learning

1. Content-Based Approach

Content-Based Instruction (CBI) refers to an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or another type of syllabus. 

The focus of a CBI lesson is on the topic or subject matter. During the lesson, students are focused on learning about something. This could be anything that interests them from a serious science subject to their favorite pop star or even a topical news story or film. They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. This is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language.

2. Immersion-based Approach

Learning by immersion means that the children are immersed in a "language bath". They hear, speak and learn the language in authentic everyday contexts and experience it in their familiar surroundings. They thus learn the new language as naturally as their mother tongue - without any pressure or vocabulary stress. The immersive method places great emphasis on facial expressions and gestures. The children can thus understand what is being said from the context. As receptive skills increase and reading and listening comprehension improves, the children gradually absorb the new language into their everyday language use. 

3. Task-based Approach

Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words, the appropriate completion of real-world tasks) rather than on the accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluency and student confidence. As such, TBLT can be considered a branch of communicative language teaching (CLT).

4. Content and Language Integrated Approach

Content and Language Integrated Learning (CLIL) is an approach where students learn a subject and a second language at the same time. A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills.

Many teachers see CLIL as a more natural way to learn a language; when a subject is taught in that language there is a concrete reason to learn both at the same time. And as students have a real context to learn the language in, they are often more motivated to do so, as they can only get the most of the content if they understand the language around it. Moreover, being content-focused, CLIL classes add an extra dimension to the class and engage students, which is especially advantageous in situations where students are unenthusiastic about learning a language. CLIL also promotes a deeper level of assimilation – as students are repeatedly exposed to similar language and language functions and they need to produce and recall information in their second language.

1. Grammar Translation Method

The grammar translation method is a method of teaching foreign languages derived from the classical method of teaching Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the target language, and to further students’ general intellectual development.

Characteristics:

• Classes are taught in the mother tongue
• Much vocabulary is taught in the form of lists of isolated words.
• Little or no attention is given to pronunciation.
• Reading of difficult texts is begun early.
• Long, elaborate explanations of the intrincacies of grammar are given.

Why would I use this method?

• GTM focuses on the application of grammar and correct sentence structure. This is especially helpful in teaching students how to write and read in another language, allowing them to explore interchangeable words and phrases (i.e., different words for different tenses) more effectively than a verbal teaching method.
• Tests of grammar rules and of translations are easy to construct.
• Class activities or learning games are rarely necessary, as students are translating text to another language directly. Teachers who are not fluent in English (but fluent in the other language that the students primarily use) can teach English using this approach, as the emphasis is not on the spoken word but on translations.

2. The Direct Method

The direct method of teaching, which is sometimes called the natural method, and is often (but not exclusively) used in teaching foreign languages, refrains from using the learners' native language and uses only the target language.

In general, teaching focuses on the development of oral skills.^[2] Characteristic features of the direct method are:

• teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials
• teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
• centrality of spoken language (including a native-like pronunciation)
• focus on question-answer patterns

Its main principles are: learners should be taught in the target language; no translation should be allowed; grammar should be taught inductively; oral and listening skills are the main focus of instruction.

直接教學法採取五至十人的小班制。教師要將課程先分解成幾個容易理解消化的概念主題，遵照一定的腳本流程，開始教學。每次的教學都必須確定學生能夠真正學習到這個概念，因此在教學之後，每個學生都必須立即回應。它採取一種快速的問答方式，每分鐘學生須完成練習，做出十個回應。

3. Community Language Learning Method

Typical features of a CLL lesson:
counseling role for the teacher; client roles for learners. in-a-circle seating for learners. recorder inside circle and teacher outside. TL dialogue generated learner by learner (helped as necessary by teacher)

Community language learning (CLL) is a language-teaching approach^[1] focused on group-interest learning.

It is based on the counselling approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.

4. Audiolingual Method

聽說教學法（audiolingual method；audiolingualism）是一種外語或第二語言教學法。聽說教學法在心理學上的根據以行為主義為主，而行為主義的中心主張之一即是刺激－反應及增強理論。行為主義者認為世界上存在的生命體都是經由「增強」來獲致特定的行為的：如果做得對，就獲得正向的回饋，例如獎品；如果做錯了，就得到負向的回饋，例如懲罰。重複這樣的過程，久而久之，學習者就會習慣成自然，「學會了」該行為。

這種語言教學法與較早的直接教學法有部分相近之處。兩種教學法都主張教師應該避免使用學生的第一語言、避免講解生詞文法，而應該直接用所要學的目標語言來教學生。但直接教學法重視詞彙的教學，而聽說教學法則否。聽說教學法較重視教師藉由充分的操練，使學生學會如何自動自發地使用特定的文法結構。

The audio-lingual method, Army Method, is a method used in teaching foreign languages. It is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement.

[教甄] 109新北教甄教育科目檢討

2. 由新北國中課程發展委員會所審查通過的校訂課程，屬於下列哪一種課程？
(A)運作課程
(B)經驗課程
(C)理念課程
(D)正式課程

D

@古德拉（Goodlad，1979）提出課程有五種不同層次在運作：

1.理想課程：依據課程理論設計、規劃，並考量國家之需要討論制定，多為專家學者建議。

2.正式課程：考慮教育資源及現實需要而推行，教育行政機關所推動的課程，多以書面形式出現。

3.知覺課程：通常為教師知覺與認定的課程。

4.運作課程：教師在教學情境中所執行的課程。

5.經驗課程：學生透過學習而獲得經驗的課程。

3. 數學領域教師決定，本學年度暫停使用去年課程發展委員會所審查通過的「數學學習步道」手冊。對本學年度沒有 機會學習該手冊內涵的學生而言，該手冊屬於下列哪一種課程？
(A)保留課程
(B)留白課程
(C)空白課程
(D)空無課程

＠正式課程：指學校所計畫的學習科目，列於課表上，如國文

@非正式課程：指正課以外學校安排的許多學習活動，如典禮、儀式

@空無課程：應教卻常常受到忽視而未教的課程

@潛在課程：指正式與非正式課程之外，學生經由學習環境中人事物或組織、過程的接觸所產生的經驗，如境教、身教。


→答案選(D)空無課程

4. 黃老師在設計「霧社事件」單元時，規劃由他先簡要概述該事件；再由各組學生依自訂的相關主題，到圖書館蒐集 資料；各組在分析及討論後，報告對該事件的共同觀點與評論；最後，全班一起歸納該事件的重點、評論及影響。黃 老師的做法，較符合組織教材的哪一項原則？
(A)社會組織
(B)共同組織
(C)心理組織
(D)論理組織

教育專業科目- 109 年 - 109 新北市立國民中學教師聯合甄選：教育專業科#86959

答案：C

教材組織方法 

1. 論理組織法：依照教材自身的邏輯順序，進行有系統的排列，保持學科的結構體系，而不考慮教材的難易和學生的需要。

例如歷史教材由上古、中古、近世而講到近代和現代。

優點：教材的組織有系統、有條理，學生可獲得系統的知識。

缺點：以教材為本位，不顧及學生的需要，容易產生學習索然無味的現象。

2. 心理組織法：以學生的經驗為出發點來組織教材，使教材適合學生的能力和興趣，而不顧及教材本身的系統。

例如歷史教材先講當時的事件，然後溯及現代史、近代史，而至上古史。

優點：以學生的經驗來組織教材，學生較易學習

缺點：不注重學科本身的系統，學生較不能獲得有系統的知識。

常用的心理組織法有：

a. 學科單元組織：以題目(topic)為中心，將本學科的教材加以組織。

b. 聯絡單元組織：決定中心問題，各科都以這個問題為中心組織教材，各科分別教學，但教材保持聯繫。

c. 合科單元組織：將有相關的學科合併為一科，採用單元組織法教學。

d. 大單元設計組織：打破學科的界限，不以學科的系統組織教材，而以實際活動來聯絡各科教材，如以校慶會為中心實施教學或活動，教材與實際生活打成一片，學生學習較有興趣。

課程實施-忠實觀-相互調適觀-締造觀

Snyder，Bolin，and Zumwalt 的研究指出，教師在進行課程實施時，反應出三種和課程理想/課程計畫/課程目標之間不同的關係。

(一)忠實觀 ( fidelity perspective ) → 目標模式
這類教師認為課程是計畫性，而且是居於核心地位。因為他們認為這些計畫性的課程是由專家所規劃設計的，而教師的任務就是要儘量忠實完整的講這種課程傳遞給學生。

 

(二)相互調適觀 ( mutual adaption ) → 情境模式         

 

這類教師認為課程是設計者與教師之間不斷調整協商的結果，他們用自己的看法來解讀原訂的課程計劃，加入自己的意見。這類教師又可細分成兩類，一類是較實務的，他們除了實施之外，還關心課程與社會結構、意識形態、價值問題間的關係。

 

(三)締造觀 (enactment perspective) = 落實觀、行動締造觀 → 歷程模式
這類教師認為課程並不是事先存在的、外來的、或是靜態的，它應該是教室現場內師生互動的經驗與過程。所以這類教師認為師生才是課程發展的設計者、主角，他們從自己的經驗中主動的創造課程。

 

修訂版布魯姆的教育目標分類法先依知識向度和認知歷程向度，形成一個二維矩陣後，再進行教育目標的分析。

一、知識向度（Knowledge Dimension）

認知領域教育目標分類法修訂版將舊版的知識層次獨立出來，自成一個向度。知識向度屬名詞詞態，以學習內容為主，目的在協助教師區分教什麼，並延續跨領域的觀念，將知識區分成四類：

(一)事實知識（Factual Knowledge）：指學生應了解的術語，或是學生想進行問題解決時必須知道的基本要素。包括：1.術語知識。2.特定細節及元素知識。

(二)概念知識（Conceptual Knowledge）：乃從較複雜、較大的基本元素間，抽取共同屬性，予以分類形成的知識。包括：1.分類和類別知識。2.原理和原則的知識。3.理論／模式／結構的知識。

(三)程序知識（Procedural Knowledge）：指知道如何做某事的知識；通常是一系列或有步驟的流程，以及決定何時運用不同程序的規準。包括：1.特定學科的技能和演算知識。2.特定學科的技術和方法知識。3.運用規準的知識。

(四)後設認知知識（Metacognitive Knowledge）：指一般對認知的認知以及對自我知識的認知和覺察；含認知知識、監控、控制、調整認知。包括：1.策略知識。2.認知任務知識（包括脈絡和情境的知識）。3.自我知識（self knowledge）。

二、認知歷程向度（Cognitive Process Dimension）

認知歷程向度由原來單一向度的分類表轉化而來，除了另立知識向度，原有類別名稱的名詞特性也轉換成動詞，以強調認知歷程的漸增複雜性階層概念，目的促進學生保留和遷移所得的知識。此向度分成六大類(Anderson、Krathwohl、Airasian、Cruikshank、Mayer、Pintrich、Raths和Wittrock在2001年修訂)，其中記憶與學習保留（retention）有關，其餘五者和學習遷移（transfer）有關。

(一)記憶（Remember）：是從長期記憶中提取相關知識。
包括：1.再認。2.回憶。

(二)了解（Understand）：從教學訊息中創造意義；建立所學新知識與舊經驗的連結。
包括：1.詮釋。2.舉例。3.分類。4.摘要。5.推論。6.比較。7.解釋。

(三)應用（Apply）：牽涉使用程序（步驟）來執行作業或解決問題，與程序知識緊密結合。
包括：1.執行。2.實行。

(四)分析（Analyze）：牽涉分解材料成局部，指出局部之間與對整體結構的關聯。
包括：1.辨別。2.組織。3.歸因。

(五)評鑑（Evaluate）：根據規準（criteria）和標準（standards）作判斷。
包括：1.檢查。2.評論。

(六)創造（Create）：涉及將各個元素組裝在一起，形成一個完整且具功能的整體。
包括：1.產生。2.計畫。3.製作。

網上很棒的教甄經驗分享蒐集

 

Re: [心得] 108年 高中英文科上榜心得

https://www.ptt.cc/bbs/studyteacher/M.1561132800.A.CEE.html

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