體驗區
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| 篇名 |
國中本國區域地理的整合式教學
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| 並列篇名 |
THE INTEGRATED TECAHING OF CHINESE REGIONAL GEOGRAPHY IN THE SECONDARY SCHOOL
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| 作者 |
陳國川
、姚翰玲
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| 中文摘要 |
本文的主要目的，是评估「整合教学模式」在本国区域地理教学上的有效性。整合教学模式是一种同时整合教学目标、教学活动和教学评量等教学过程，以及同时整合认知、技能和情意目标等学习领域的教学法。其基本精神是：教学目标以地理课程目标和地理教材为设计的基础；教学活动以学生为中心，且贯穿认知和情意二个领域；教学评量以教学目标和教学活动为设计的依据。评估的结果显示，整合教学模式不仅增加了学生学习区域地理的兴趣和意愿，同时也有助于认知、技能和情意等教学目标的达成。另一方面，评估的结果亦发现，以整合教学模式从事区域地理教学，其教学过程的一贯性，却常受偶发的校内或校外课外活动的干扰。
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| 英文摘要 |
This paper conducted here, is an attempt to assess the effect of the "integrated teaching model", which was applied to the teaching of Chinese regional geography in the secondary school. The "integrated teaching model" is a teaching method which tried to integrate different instructional procedures such as instructional objectives, instructional activitives and instructional evaluations, as well as different learning domains such as cognitive, psychomotor and affective objectives at the same time. The fundamentals of this teaching model are: the instructional objectives are designed based upon the objectives for geographic curriculum and the teaching materials of geography; the instructional activitives, which are student-centered, comprise the cognitive and affective domains; and the instructional evaluations are designed based upon the instructional objectives and the instructional activitives. The results of assessment indicate that the integrated teaching model will not only help students to increase their interest in and willingness of learning geography,but also help them to attain instructional objectives including those in cognitive, psychomotor and affective domains. On the other hand, it is also found out when this model of the teaching of regional geography is applied, the whole teaching processes have alway been interupted by occasional extracurricular activitives inside or outside the school.
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| 頁次 |
301-327
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| 關鍵詞 |
TSSCI
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| 卷期 |
33:1
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| 日期 |
1988
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| 刊名 |
教育科學研究期刊
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| 出版單位 |
國立臺灣師範大學
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