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題名 Innovative Pedagogy: A Case Study – the Culinary Arts College in Taiwan
作者 陳榮政
HSIA, Hui-Wen
HO, Sophia Shi-Huei
CHEN, Robin Jung-Cheng
貢獻者 教育學院
關鍵詞 culinary school; innovative pedagogy; phaslised learning; social learning environment; thematic teaching
日期 2017-12
上傳時間 23-二月-2018 16:22:51 (UTC+8)
摘要 Lifelong learning has been recognized by many internationally renowned organizations which claim that people should possess certain life skills or competences to live in a world full of complex uncertainties. In this study, we propose A phaslised, thematic and socialised (PTS) pedagogy as a teaching approach to address the issues concerning how to equip learners with better capabilities. The qualitative method was employed based on a case study where interviews with several stakeholders were conducted. Observation of PTS practice and analysis of school documents were also carried out. The findings revealed that this strategy emphasizes a learner-oriented path, the development of their problem-solving ability and the culture of mutual partnership and intensive cooperation in the teacher community. Despite of several merits originating from PTS pedagogy, there remain a few issues to address, including the challenges to teachers in practising this approach, the appropriate means to evaluate students’ learning outcomes and the degree of autonomy granted to the students.
關聯 International Dialogues on Education: Past and Present, Vol.2017, No.4(3), pp.55-69
資料類型 article
dc.contributor 教育學院
dc.creator (作者) 陳榮政zh_TW
dc.creator (作者) HSIA, Hui-Wenen_US
dc.creator (作者) HO, Sophia Shi-Hueien_US
dc.creator (作者) CHEN, Robin Jung-Chengen_US
dc.date (日期) 2017-12
dc.date.accessioned 23-二月-2018 16:22:51 (UTC+8)-
dc.date.available 23-二月-2018 16:22:51 (UTC+8)-
dc.date.issued (上傳時間) 23-二月-2018 16:22:51 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/115987-
dc.description.abstract (摘要) Lifelong learning has been recognized by many internationally renowned organizations which claim that people should possess certain life skills or competences to live in a world full of complex uncertainties. In this study, we propose A phaslised, thematic and socialised (PTS) pedagogy as a teaching approach to address the issues concerning how to equip learners with better capabilities. The qualitative method was employed based on a case study where interviews with several stakeholders were conducted. Observation of PTS practice and analysis of school documents were also carried out. The findings revealed that this strategy emphasizes a learner-oriented path, the development of their problem-solving ability and the culture of mutual partnership and intensive cooperation in the teacher community. Despite of several merits originating from PTS pedagogy, there remain a few issues to address, including the challenges to teachers in practising this approach, the appropriate means to evaluate students’ learning outcomes and the degree of autonomy granted to the students.en_US
dc.format.extent 191 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) International Dialogues on Education: Past and Present, Vol.2017, No.4(3), pp.55-69
dc.subject (關鍵詞) culinary school; innovative pedagogy; phaslised learning; social learning environment; thematic teachingen_US
dc.title (題名) Innovative Pedagogy: A Case Study – the Culinary Arts College in Taiwanen_US
dc.type (資料類型) article