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賽馬會「校本多元計劃」賽馬會「校本多元計劃」賽馬會「校本多元計劃」賽馬會「校本多元計劃」
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計劃研究

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    適異教學─策略概覽 (本概覧的內容會持續更新)

    適異教學的定義

    適異教學是一種教學理念,認為若老師能根據學生的學習能力、興趣和學習狀況來調適學習環境、學習內容、學習過程及學習成果,學生的學習表現則更為理想。適異教學的目標旨在能讓每個學生發揮其最大的學習潛能,並獲得最佳的學習成果(Santangelo & Tomlinson, 2012; Tomlinson, 2005) 。

    適異教學的理論基礎

    根據Tomlinson的理論,教師可透過四個方面施行適異教學,包括:學習環境 (Learning Environment) 、學習內容 (Content) 、學習過程 (Process) 及學習成果(Product)。有關理論及策略詳見以下「適異教學─策略概覽」:

    References

    Santangelo, T. & Tomlinson, C. A. (2012). Teacher Educators’ Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation. Action in Teacher Education, 34:4, 309-327.

    Sousa, D. A. & Tomlinson, C. A. (2018). Differentiation and the brain: How neuroscience supports the learner-friendly classroom (2nd Edition). Bloomington, IN: Solution Tree Press.

    Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

    Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

    Tomlinson, C. A. (2005). Grading and Differentiation: Paradox or Good Practice? Theory into Practice, 44(3), 262–269.

    Tomlinson, C. A. (2005). Quality Curriculum and Instruction for Highly Able Students. Theory into Practice, 44(2), 160–166.

    Tomlinson, C. A. & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

    Tomlinson, C. A. & Eidson, C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum (Grades 5-9). Alexandria, VA: Association for Supervision and Curriculum Development.

    Tomlinson, C. A. & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

    Tomlinson, C. A. & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

    Westman, L. (2018). Student-driven differentiation: 8 steps to harmonize learning in the classroom. Thousand Oaks, California: CORWIN A SAGE Publishing Company.

    Research papers and Seminars

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    賽馬會「校本多元」計劃基金版權所有 不得轉載
    • 主頁
    • 計劃介紹及活動
      • 有關賽馬會「校本多元」計劃
      • 計劃年期及學校參與模式(2018-2021)
      • 計劃團隊
      • 計劃活動
        • 最新消息
        • 活動回顧
    • 計劃項目
      • 展析多元
      • 拓展選擇
      • 推進協作
      • 研究
    • DM資源庫
      • 淺談多元管理 (DM)
      • 「適異教學」課堂教學示例
      • 適異教學─策略概覽
    • 故事及傳媒報導
    • 計劃短片
    • 協作夥伴
      • Lab Schools(實驗學校)
      • Pilot Network Schools(先導聯網學校)
      • Network Schools(聯網學校)
      • Transfer Schools(聯遞學校)
    • 聯絡我們
      • 訂閱計劃快訊
    • 成為學校夥伴
      • 申請成為計劃學校
      • 申請成為聯遞學校常見問題
    賽馬會「校本多元計劃」