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題名 協同教學的意義;特質與類型 其他題名 A Study of the Meaning, Characteristics and Types of Team Teaching 作者 王素芸
Wang, Su-Yun貢獻者 教育系 關鍵詞 教學;協同教學;協同教學類型 日期 2009.06 上傳時間 18-Sep-2015 16:34:31 (UTC+8) 摘要 「協同教學」由於定義立場的不同，以及經常因人因時因地變異諸多不同種類的方案，加上其定義與內涵隨著時間而演變，下定義時經常面臨困擾，故本文從概念分析角度出發，釐清協同教學相關概念。本文認為在定義協同教學時，應趨向採取廣義取向的定義方式，以降低構成協同教學的門檻，但務必把握「兩位或兩位以上教學人員」、「教學事務」以及「共同合作」等必要成分。其次，本文以一、「合作之意願態度」；二、「協同教師相對地位」；三、「教師角色固定性」；四、「教師分工方式」；五、「學科範圍」；六、「學科相對地位」；七、「實施例常程度」；八、「年班範圍」；九、「普及範圍」等九個向度，提出二十二種協同教學類型，並述其特徵、可能的優缺得失等，以期未來學校或政府在推動協同教學時，能突破舊有藩籬，鼓勵多樣性協同教學的實施，最後，提出對台灣協同教學的啟示。
Amidst the academe, the definition of "team teaching" varies greatly from context to form. In addition, the definition seems to change with the passing of time, hence, give grounds to the existence of its diversity and complexity. This study suggested that in defining "team teaching", flexibility should be taken into consideration together with a broad concept in mind. Similarly team teaching should involve" two or more staffs", "teaching affairs", and "collaborative works".This study utilized the following dimensions: 1. willingness to cooperate, 2. relative status of team teaching staffs, 3. stability of role played by faculties, 4. strategy used on the division of labor, 5. course/area content, 6. relative status of subject, 7. implementation of ordinary level, 8. range of class, and 9. range of popularizing; these made up the 22 types of team teaching. The results shall provide schools and government some information and insights on the different types of team teachings, and overcome their previous notion. They will increase the feasibility of team teaching.關聯 教育研究與發展, 5(2), 35-60 資料類型 article dc.contributor 教育系 dc.creator (作者) 王素芸 zh_TW dc.creator (作者) Wang, Su-Yun dc.date (日期) 2009.06 dc.date.accessioned 18-Sep-2015 16:34:31 (UTC+8) - dc.date.available 18-Sep-2015 16:34:31 (UTC+8) - dc.date.issued (上傳時間) 18-Sep-2015 16:34:31 (UTC+8) - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/78563 - dc.description.abstract (摘要) 「協同教學」由於定義立場的不同，以及經常因人因時因地變異諸多不同種類的方案，加上其定義與內涵隨著時間而演變，下定義時經常面臨困擾，故本文從概念分析角度出發，釐清協同教學相關概念。本文認為在定義協同教學時，應趨向採取廣義取向的定義方式，以降低構成協同教學的門檻，但務必把握「兩位或兩位以上教學人員」、「教學事務」以及「共同合作」等必要成分。其次，本文以一、「合作之意願態度」；二、「協同教師相對地位」；三、「教師角色固定性」；四、「教師分工方式」；五、「學科範圍」；六、「學科相對地位」；七、「實施例常程度」；八、「年班範圍」；九、「普及範圍」等九個向度，提出二十二種協同教學類型，並述其特徵、可能的優缺得失等，以期未來學校或政府在推動協同教學時，能突破舊有藩籬，鼓勵多樣性協同教學的實施，最後，提出對台灣協同教學的啟示。 dc.description.abstract (摘要) Amidst the academe, the definition of "team teaching" varies greatly from context to form. In addition, the definition seems to change with the passing of time, hence, give grounds to the existence of its diversity and complexity. This study suggested that in defining "team teaching", flexibility should be taken into consideration together with a broad concept in mind. Similarly team teaching should involve" two or more staffs", "teaching affairs", and "collaborative works".This study utilized the following dimensions: 1. willingness to cooperate, 2. relative status of team teaching staffs, 3. stability of role played by faculties, 4. strategy used on the division of labor, 5. course/area content, 6. relative status of subject, 7. implementation of ordinary level, 8. range of class, and 9. range of popularizing; these made up the 22 types of team teaching. The results shall provide schools and government some information and insights on the different types of team teachings, and overcome their previous notion. They will increase the feasibility of team teaching. dc.format.extent 1352036 bytes - dc.format.mimetype application/pdf - dc.relation (關聯) 教育研究與發展, 5(2), 35-60 dc.subject (關鍵詞) 教學;協同教學;協同教學類型 dc.title (題名) 協同教學的意義;特質與類型 zh_TW dc.title.alternative (其他題名) A Study of the Meaning, Characteristics and Types of Team Teaching dc.type (資料類型) article en
