| dc.contributor | 教育系 | zh_TW |
| dc.creator (作者) | 余民寧 | zh_TW |
| dc.creator (作者) | Yu, Min-Ning | en_US |
| dc.date (日期) | 2018-01 | |
| dc.date.accessioned | 24-Apr-2018 14:04:18 (UTC+8) | - |
| dc.date.available | 24-Apr-2018 14:04:18 (UTC+8) | - |
| dc.date.issued (上傳時間) | 24-Apr-2018 14:04:18 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/116931 | - |
| dc.description.abstract (摘要) | The Matthew Effect is the term to explain the phenomenon of the huge difference in learning achievement of students. This impact on learning achievement is not easy to conquer by acquired environments. But, right now, the adaptive education policy administered by government may play the role of a buffer to the impact from the Matthew Effect. We can hire the happy teachers to teach, modify the regulations of education, delay the age of children to entry to school, encourage every child to identify their advantage potentials, give them chance to practice their potentials, and spend more than 10,000 hours to get mastery of their potentials. If we can do that, that is the true meaning of “No Child Left Behind.” | en_US |
| dc.description.abstract (摘要) | 馬太效應是解釋教育現場中，造成學生學習成就差異擴大的一種理論。這種馬太效應所造成的影響，不太容易被後天環境所改變或克服。但是，政府推動的適性教育，可能是緩衝其衝擊的可行策略之一。我們可以鼓勵學校聘請快樂教師來任教、修訂法規或延緩身心未臻成熟孩子的入學年齡、讓每個孩子都有能夠促進正向學習經驗循環的啟蒙效應、鼓勵孩子及早認識自己的優勢潛能、給予機會去發展此優勢潛能、並鼓勵其投入一萬小時的練習，就能落實「帶好每一個孩子」（No child left behind）的真諦！ | zh_TW |
| dc.format.extent | 108 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 教育研究月刊, No.285, pp.20-36 | |
| dc.subject (關鍵詞) | summer learning loss;Matthew effec;initiate effect;adaptive educationt | en_US |
| dc.subject (關鍵詞) | 夏日學習落差;馬太效應;啟蒙效應;適性教育 | zh_TW |
| dc.title (題名) | Adaptive Education Is the Best Buffer to the Mattew Effect | en_US |
| dc.title (題名) | 適性教育是緩衝馬太效應的良策 | zh_TW |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.3966/168063602018010285002 | |
