课程文献中心 更多>>

关键词： Reading Instruction   Teaching Methods   Reading Comprehension   Team Teaching   Language Arts   Middle School Teachers   Special Education Teachers   Learning Activities   Grouping (Instructional Purposes)   Teacher Role   Disabilities   Teacher Student Relationship   Reading Materials   Observation   Literacy Education   Middle School Students  

摘要： This study reports practices implemented in over 2,000 minutes by 16 middle school special education and general education co-teaching pairs in English language arts classes. We report the extent to which teachers integrated literacy activities that support reading comprehension, the co-teaching models used, and the frequency with which each teacher led instruction. We also report the types of grouping structures teachers used and the extent to which teachers interacted with students with disabilities. Finally, we report the types of text used. Observations revealed that more than half of time spent on literacy activities involved reading aloud or silently with no co-occurring literacy instruction that supports reading comprehension. Students with disabilities spent a majority of their time in whole-class instruction or working independently with little teacher interaction. Special education teachers spent most of their time supporting whole-class instruction led by the content-area teacher. Implications and directions for future research are provided.

关键词： CAPE   芝加哥藝術教育夥伴模式   新住民學童   藝術融入課程  

摘要： 本研究以行动研究法将音乐融入云林县G国小六年级假日补救班之英语科教学，针对三名新住民学童及三名一般学童进行八周的行动教学研究，透过课程计画、行动、观察及反思的过程，完成芝加哥艺术教育夥伴模式进行音乐融入儿童英语学习的课程设计，以增进新住民儿童之学习成效。根据教学行动研究结果发现，艺术融入课程有助於刺激新住民学童的学习能力，而音乐融入英语学习的教学实践具有提升学童学习语言能力的良好成效。虽然艺术融入课程的功效非短期可见，但确实有效提升了教师与学生的多元能力，而艺术形式及学科课程的选择与学生学习的程度表现则环环相扣。教学团队从课程规划的开始，便要进行多方的沟通、大量的探究及专业的交流才能发挥教学成效的最佳化，形成良好的教学循环。

关键词： 英语教学   人文性   艺术性  

摘要： 在现行的中学英语新课程标准中,强调英语教学的科学性,同时强调英语的科学性、人文性及艺术性相统一.中学英语教授的人文性表现为主体性、情感性和活动性,而艺术性则表现为审美性与和谐性.本文作者在理解人文性和艺术性理念的基础上,试图根据中学英语教学的特点,论述中学英语教授的人文性和艺术性.