(1A) - teec.nccu.edu.tw¯¦驗教育國際研討會手冊發布版.pdf · 論文發表(1a)：混齡教學的精神理念鄭同僚博士混齡教學、自主學習與社會利他行為之研究

目錄·目錄· ............................................................................................................................................. 1

壹. 議程 Agenda....................................................................................................................... 2

貳. 2018年實驗教育國際研討會簡介 Introduction of ICEE ............................................... 11

參. 專題演講學者介紹與講題內容 Keynote Speakers ........................................................ 19

專題演講一 Keynote speech (1) ............................................................................................... 19

專題演講二 Keynote speech (2) ............................................................................................... 32

專題演講三 Keynote speech (3) ............................................................................................... 34

專題演講四 Keynote speech (4) ............................................................................................... 53

肆. 論文發表與實作分享 Paper presentation & Case studies ............................................... 73

論文發表(1A)：混齡教學的精神理念1A: The Core Spirit of Multi-grade Teaching .......... 73

論文發表(1B)：混齡教學的學生學習1B: Learning in Multi-grade Teaching ....................... 83

混齡教學實作案例(2A)：語文實作課程 ................................................................................ 95

論文發表(2B)：混齡教學的個別案例 2B: Individual Cases of Multi-grade Teaching ......... 98

論文發表(3A)：混齡教學的數學課程 3A: Multi-grade Mathematics Instruction ................104

混齡教學實作案例(3B)：數學實作課程 ...............................................................................108

論文發表(4A)：混齡教學的教育模式 4A: Education Model in Multi-grade Teaching .......110

混齡教學實作案例(4B)：實作課程 ...................................................................................... 123

混齡教學實作專題 Case Studies of Multi-grade Teaching ...................................................127

伍. 附錄 Appendices ............................................................................................................ 134

附錄一：論文全文線上瀏覽方法 How to view full text papers .......................................... 134

附錄二：論文全文 QR code and hyperlink for full text paper .............................................. 136

附錄三：校園無線網路使用方法 How to connect campus free WIFI ................................ 137

附錄四：籌備團隊成員名單 Committee members .............................................................. 139

附錄五：交通資訊 Transportation information .................................................................... 140

筆記欄 Note ............................................................................................................................ 142

2018實驗教育國際研討會-混齡教學之經驗與策略 ICEE 2018 - Multigrade Teaching: Experiences and Strategies

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壹. 議程 Agenda

2018.12.08 星期六上午

時間活動、講者、題目地點

09:00-09:20 開幕儀式舜文大講堂

09:20-10:20

Prof. Rainer Kokemohr

專題講座(1) A small village averting its death by

reforming the elementary school. 小校轉型，村莊再現生機

舜文大講堂

10:20-10:30 休息 Break 大廳

10:30-11:30

Prof.Eleanore Hargreaves

專題講座(2) Differentiation: learning through diversity

差異化學習舜文大講堂

11:30-11:40 休息 Break 大廳

11:40-12:20

Prof. Rainer Kokemohr＆詹志禹教授聯合新書發表 Intercultural Pedagogical Reflections on Taiwan’s Education

舜文大講堂

12:00-13:30 午餐

藝心坊、Art Hub


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2018.12.08 星期六下午


13:30-15:00

論文發表(1A)：混齡教學的精神理念鄭同僚

博士混齡教學、自主學習與社會利他行為之研究

舜文大

講堂徐永康

博士兼顧理性與經濟的鄉村小校混齡教學：以社會正義

為基礎的改革

黃恕懿新北市一所迷你小校推動混齡教學的共識整合個案研究

論文發表(1B)：混齡教學的學生學習

江明岳培養發現及解決問題能力的主題式混齡創新教學－以 IEYI 世界青少年發明展為例

多功能

教室陳建宇開放式協作混齡暑期營隊研究：以新北市 H 高中與

Z 國小為分析案例

李奕嶢幼兒教師設計三到五歲桌遊課程與教學之行動研究-以彩色毛毛蟲為例

15:00-15:20 休息大廳

15:20-16:50

混齡教學實作案例(2A)：語文實作課程

周愉宸嘉義縣豐山實驗教育學校國語領域混齡教學的課程規劃及實務分享-以低年級課程為例

多功能

教室劉佩雯混齡實驗教學實務分享-以國語科為例

張雅雯偏遠地區小型國民小學英語混齡教學實施現況-以苗栗縣南河國小為例

論文發表(2B)：混齡教學的個別案例 Chak Man Kuen

The learning effectiveness of out-of-classroom experimental learning activities from the perspective of employers

舜文大

講堂黃志順

博士混中不求序、更為真性情：一所公辦學校型態實驗

小學的混齡家族課程經驗羅能熙

博士探究中介教育的混齡教學—以一所中介教育學校為

例

17:00- 茶敘、散場


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2018.12.09 星期日上午


09:00-10:00

加藤幸次

教授

專題講座(3) 個別化と個性化の話し

從個別化和個性化談混齡教學的本質舜文大講堂

10:00-10:10 休息大廳

10:10-11:10

成田幸夫

教授

專題講座(4)総合学習でのアクティブラーニングと複数学年学習の仕組み

自主學習與混齡學習舜文大講堂

11:10-11:20 休息大廳

11:20-12:15

論文發表(3A)：混齡教學的數學課程

李偉俊博

士應用美塔學數感教育模式的混齡教學之行動研

究舜文大講堂

林家安數學混齡課程介紹與辦理反思：以統計素養課程為例

混齡教學實作案例(3B)：數學實作課程

曾宗瀚豐山的耶拿混齡教學課程實作－以高年級數學課程為例

多功能教室

謝美雪數學混齡教學應用--以高年級為例

12:15-13:00 午餐

藝心坊、Art Hub


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2018.12.09 星期日下午


13:00-14:30

論文發表(4A)：混齡教學的教育模式

徐永康博士在地課程與混齡教學：以夏威夷島上的蒙特梭利學校為例

舜文大

講堂陳思羽耶拿教育精神實施於國小一至三年級混齡英語

課程之行動研究

陳慧君論蒙特梭利實驗教學現場中的混齡教學

混齡教學實作案例(4B)：實作課程

許彩梁鄉土非鄉土‧戶外非戶外～談東汴國小特色課程的現在進行式

多功能

教室劉瑛雯南河國小低年級混齡教學（數學領域）之主題

式活動分享

許仁和混齡實驗教學實務分享-以自然科為例

14:30-14:50 茶敘大廳

14:50-16:20

混齡教學實作專題

肖詩堅鄉村教育中的混齡探索

舜文大

講堂

李英彥混齡不是教育目的--人文國中小的混齡

佐久間茂合学習空間と ICT が導入して、生徒の学習進み

にあわせて、複数学年学習のやり方從學習空間、ICT 的導入探討混齡學習的實踐

中澤米子複数学年の学習仕組み--数学の例として混齡教學—以數學為例

16:20-16:30 休息大廳

16:30-17:30 混齡教學論壇暨閉幕儀式

舜文大

講堂

17:30- 賦歸


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Agenda

2018.12.08 Saturday Morning Time Event, Speaker, Title Venue

09:00-09:20

Opening Ceremony Shun-wen Lecture Hall

09:20-10:20

Prof. Rainer Kokemohr

Keynote (1) A small village averting its death by

reforming the elementary school

Shun-wen Lecture Hall

10:20-10:30

Break Lounge

10:30-11:30

Prof. Eleanore Hargreaves

Keynote (2) Differentiation


11:30-11:40

Break Lounge

11:40-12:20

Prof. Kokemohr＆Prof. Chan

Book Launch Event Intercultural Pedagogical Reflections on

Taiwan’s Education


12:00-13:30

Lunch 4F Lounge、Art Hub


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2018.12.08 Saturday Afternoon Time Event, Speaker, Title Venue

13:30-15:00

Session (1A) Paper Presentations: The Core Spirit of Multi-grade Teaching Dr. Tung

Liao Cheng

Mixed-age Teaching, Autonomous Learning, and Social Altruistic Behaviors

Shun-wen Lecture

Hall Dr. Yung Kang Hsu

Adopt Mixed-age Teaching in Rural Schools for Balancing Right and Economy: Base on Social Justice

Reform

Shu-I Huang

A Case Study on the Consensus Integration of a Mini-School School in New Taipei City to Promote Mixed-

age Teaching Session (1B) Paper Presentations: Students’ Learning in Multi-grade Teaching

Min-Yueh Chiang

Innovative Teaching of thematic Mixed Ages to Cultivate the Ability to Find and Solve Problems-Taking

the IEYI World Youth Invention Exhibition as an Example Multi-

Purpose Classroom

Chien Yu Chen

The Open Collaboration and Multi-grade in Summer Camp: A Case Study in H Senior High School and Z

Primary School in Taipei County.

Yi Yao Lee

The Design and the Implementation of Board Game Curriculum for Three to Five Preschool Children- A

Case of colorful Caterpillar 15:00-15:20

Break Lounge

15:20-16:50

Session (2A) Case Studies: Language lessons in Taiwan Rural School Chou Yu Cheng

Multi-aged Teaching in Chinese Curriculum-Taking 1st and 2nd grade for example

Multi-Purpose

Classroom

Pei Wen Liu

Sharing Practical Experience about Mixed-age Experimental Education: Taking Chinese Language

Instruction as an Example

Ya-Wen Chang

The Current State of Mixed-age English Instruction in Small Rural Elementary Schools: Taking Miaoli Nanhe

Elementary School as an Example Session (2B) Paper Presentations: Individual Cases of Multi-grade Teaching

Chak Man Kuen

The learning effectiveness of out-of-classroom experimental learning activities from the perspective of

employers Shun-wen Lecture

Hall

Dr. Huang, chih-shun

Multi-grade teaching is for temperament not discipline：case of school-based experimental

elementary school

Dr. Neng-Hsi Lo

A Study of Mixed-age Teaching in Alternative Education- Taking an Alternative Education School as

an Example

17:00- Leave


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2018.12.09 Sunday Morning Time Event, Speaker, Title Venue 09:00-10:00

Prof. Kato Yuki Tsugu

Keynote (3) The essence of Multi-grade Teaching from the

perspective of Individual Education

Shun-wen Lecture

Hall 10:00-10:10

Break Lounge

10:10-11:10

Prof. Narita Yukio

Keynote (4) Self-responsible Learning and Multi-grade

Learning

Shun-wen Lecture

Hall 11:10-11:20

Break Lounge

11:20-12:15

Session (3A) Paper Presentations: Multi-grade Mathematics Instruction

Dr. Wei-Chun Li

An Action Research on Applying Math Sense Education Model of Metalogy to Mixed-Age

Class Teaching Shun-wen Lecture Hall Chia-An Lin

Introduce of and Reflections on a math mixed-age curriculum: The case of statistical literacy

course

Session (3B) Case Studies: Mathematics lessons in Taiwan Rural Schools

Tsong-Han Tseng

Practicing Jenaplan Mixed-age Teaching at Fengshan Elementary School: Taking Fifth and

Sixth Grade Math Mixed-age Course as an Example

Multi-Purpose

Classroom Mei-Xue Xie

The Application of Mixed-age Mathematical Instruction: Taking Higher-level Instruction as

an Example

12:15-13:00

Lunch 4F

Lounge、Art Hub


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2018.12.09 Sunday Afternoon Time Event, Speaker, Title Venue

13:00-14:30

Session (4A)Paper Presentations: Education Model in Multi-grade Teaching

Dr. Yung Kang Hsu

Place-based Curriculum and Mixed-age Teaching: Hawaii’s Maui Montessori Schools as an Example

Shun-wen Lecture

Hall Szyu Chen The action research of implementing Jenaplan to the 1st to 3rd mixed English class

Chen Hui Chun

Discuss Mixed-age Teaching in the Montessori Classroom

Session (4B) Case Studies in Taiwan Rural Schools

Tsai-Liang Hsu

The Soil is Not Just Soil, The Outdoors Are Not Just The Outdoors: On DongBian Elementary School’s Theme-

based Courses Multi-

Purpose Classroom

Yen-wen Liu

The Thematic Activities of Nanhe Elementary School’s Lower Level Mixed-aged Mathematics Instruction

Ren-He Hsu

The Practice of Mixed-Age Experimental Education: Taking Natural Science Instruction as an Example

14:30-14:50

Tea Break Lounge

14:50-16:20

Case Studies of Multi-grade Teaching

Shijian Xiao

The Exploration in Rural Mixed-age Education: Taking Xinglong Tianzige Elementary School as

Example

Shun-wen Lecture

Hall

Ying-Yan Li

Mixed-age is Not the Purpose of Education: Humanity Primary/Junior High School’s Mixed-age Education

Shigekazu Sakuma

The Practice of Mixed-age Education From the Perspective of the Pedagogical Environment and

Information Communication and Technology (ICT)

Nakazawa Yoneko Mixed-age Teaching: Taking Mathematics as Example

16:20-16:30

Break Lounge

16:30-17:30

Panel Discussion ＆ Closing Ceremony Shun-wen Lecture

Hall 17:30- Leave


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論文發表流程

1. 每位發表人發表 20 分鐘(請提早將 PPT 存入電腦或筆電)。

2. 所有發表人結束發表論文後，主持人將進行回饋 10 分鐘。

3. 觀眾與發表人交流環節 15 分鐘。觀眾發言前，請先報上名字與單

位。觀眾請盡量在 2 分鐘內提問或發表意見，以提供更多觀眾提問與

發表意見的機會。

Time allocation for paper presentation and Q & A session

1. Each presenter will present the paper within 20 minutes

(please save your PPT to computer in advance).

2. Chairperson will give comments and suggestion in 10

minutes after the presentations by all the presenters.

3. It will be following by Q & A session which will take about

15 minutes. Each audience is advised to address the question

in 2 minutes to allow more questions from other audiences’.


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貳. 2018年實驗教育國際研討會簡介 Introduction of ICEE

2018 實驗教育國際研討會: 混齡教學之經驗與策略 International Conference on Experimental Education 2018

Multi-grade Teaching: Experiences and Strategies

國立政治大學教育部實驗教育推動中心定期舉辦共識營、論壇、國際研討

會，建立平台俾使國內蓬勃發展的實驗教育團體互相交流、分享，聚集共商目前發

展過程遇見的問題，同時扮演中間橋梁的腳色，讓教育部與民間有更多溝通與互

動，期盼讓實驗教育的體系更完備，台灣教育生態更多元均衡，促進適性揚才的教

育理想。國際研討會之舉辦，是為促進國內學術界有關實驗教育的研究，同時中心邀

請國外相關方面的專家學者，蒞臨臺灣發表專題演講，使國內也能有所借鏡與學

習。去年舉辦第一屆國際研討會：亞洲的聲音。收到來自國內外實驗教育的經驗

分享，今年中心將主題聚焦在混齡教學，期望能看見各地對此創新教學的經驗研

究，並彙整各種不同實施混齡的策略，故也希望邀請國內相關做混齡教學的團隊與

學者能參與盛會並分享與指導。一、日期：107 年 12 月 8 日至 12 月 9 日（星期六至星期日）

大會主題：混中有序——混齡教學之經驗與策略英文：Multi-grade Teaching: Experiences and Strategies

主辦單位：教育部國民及學前教育署承辦單位：國立政治大學教育部實驗教育推動中心指導單位：教育部、國立政治大學、教育學院

聯絡電話：02-2938-7674 電子信箱：[email protected]

二、地點：國立政治大學藝文中心舜文大講堂三、活動內容：專題演講、論文發表、實作研究發表、專書發表、綜合座談四、徵稿主題混齡教學實驗教育

1. 混齡教學經驗研究（含國內外混齡教學現場研究、實作、分析） 2. 混齡教學策略（課程設計、空間工具、差異化教學、混齡教師角色、

自主學習探討等相關研究） 3. 混齡教學與行政組織、制度之關係研究 4. 其他與混齡教學相關的研究主題

五、參加者 1. 與會貴賓：


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mailto:[email protected]

姓名服務單位朱楠賢教育部主任秘書郭明政國立政治大學校長武曉霞教育部國民及學前教育署國中小及學前教育組組長蔡宜靜教育部國民及學前教育署國中小及學前教育組科長陳冠穎教育部國民及學前教育署國中小及學前教育組專員

2. 專題講座主講人一覽表

姓名國籍服務機關職稱

Rainer Kokemohr 德國漢堡大學 University of Hamburg Professor Emerita

Eleanore Hargreaves 英國倫敦大學學院 University College of London Professor

加藤幸次日本上智大學名譽教授

成田幸夫日本岐阜成徳学園大学教授

3. 專題與論文分場主持人一覽表：

姓名服務單位主持場次陳聖謨教授國立嘉義大學教育學系論文發表(1A)：混齡教學的精神理念李淑菁副教授國立政治大學教育學系論文發表(1B)：混齡教學的學生學習黃永和副教授國立臺北教育大學教育學系論文發表(2B)：混齡教學的個別案例林明煌教授國立嘉義大學教育學系系主任專題講座(3) 林千惠教授國立彰化師範大學教育學院院長專題講座(4) 陳彥廷教授國立臺中教育大學數學系論文發表(3A)：混齡教學的數學課程詹志禹教授國立政治大學教育學系論文發表(4A)：混齡教學的教育模式簡馨瑩副教授國立臺東大學幼兒教育學系混齡教學實作專題王世文校長苗栗縣南河國民小學混齡教學實作 (2A)：語文實作課程朱秀麗校長臺中市東汴國民小學混齡教學實作 (3B)：數學實作課程邱義隆校長臺中市中坑國民小學混齡教學實作 (4B)：實作課程

4. 報名對象：

(1) 國際實驗教育組織、單位代表 (2) 臺灣實驗教育學校、機構、單位代表。 (3) 臺灣公私立大專院校教師、研究生、一般偏鄉小學教師、教育工作者 (4) 對此議題有興趣之大眾

六、參加人數：預計 120-170 人（含國內外學者）七、國際研討會論文出版計畫：研討會中發表將聘請專家協助審稿，並將優秀論

文集結出版成專書。


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2018 International Conference on Experimental Education 2018

Multi-grade Teaching: Experiences and Strategies

Taiwan Experimental Education Center (TEEC) regularly organizes forums, international seminars, and platforms to enable domestic experimental education groups to gather together to exchange, share, and discuss the problems encountered in their efforts to push Taiwanese experimental education forward. In all this, TEEC has acted as a bridge between the Ministry of Education and the private sector that has fostered increased communication and interaction. TEEC’s ultimate hope is to render the Taiwanese experimental education system more diverse and mature, to make Taiwan's educational ecology healthier and more balanced, and to promote progressive educational ideals across the board.

The International Conference is held to promote the research on experimental education in the domestic academic circles. At the same time, the Center has invited experts and scholars from countries across the world to come to Taiwan to deliver lectures and share their knowledge, so that Taiwanese educators may study from them and grow.

Last year, we held our first International Conference under the theme of “The Voice of Asia.” From this conference, we received experience from experimental educators both at home and abroad. This year, the center focused on multi-grade teaching. We may expect to learn about the experiences of educators currently implementing this innovative teaching method across the world and learn about exciting new research currently being conducted in this area. As our hope is to collect various strategies for implementing multi-grade teaching, we have also invited domestic educators and scholars engaged in multi-grade teaching to participate in the event to share their knowledge and experience.

I. General Information Date: 12/08/2018-12/09/2018 (Saturday - Sunday) Theme: Multi-grade teaching: Experiences and Strategies Sponsor: K-12 Administration, Ministry of Education, Taiwan. Organizer: Taiwan Experimental Education Center. Support: Ministry of Education, Taiwan National Chengchi University, College of Education. Phone number: 02-2938-7674 E-mail: [email protected]


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II. Location: The Shunwen Lecture Hall of the National Chengchi University Art and Culture Center

III. Keynote speech, Paper presentation, Case studies presentation and Forums

IV. The Topics of the Conference a. Multigrade Educational Experience (includes analysis of and research into

both domestic and international implementations of multigrade education) b. Multigrade Educational Strategy (curricular design, classroom design,

teaching material design, differential education, the role of the teacher in multigrade teaching, self-directed learning, and other related topics)

c. The Administrative and Institutional Structures of Multigrade Education Organizations

d. Other related topics to multigrade education

V. Participants: a. Invited keynote speakers

Name Nationality Organization Title

Rainer Kokemohr Germany University of Hamburg Professor Emerita

Eleanore Hargreaves United Kingdom University College of London Professor

Kato Yuki Tsugu Japan Sophia University Professor Emeritus

Narita Yukio Japan Gifu Shotoku Gakuen University Professor

b. Others:

(1) Representatives of International Experimental Education Organizations (2) Representatives of Taiwanese Experimental Schools and Organizations (3) Professors and graduate students of Private and Public Universities (4) Educational workers and teachers of rural primary schools (5) Other individuals interested in the theme of this conference

VII. Expected Number of Participants: Estimated 120-170 persons (including speakers)

VIII. The Plan to Publish the Proceedings of International Conference: Experts will assist in reviewing and editing the best papers of the Conference into a book.

IX. Appendix: Introducing the Keynote Speakers


14

2018實驗教育國際研討會論文徵稿

本研討會採邀稿與徵稿方式辦理，根據本次會議主題，邀請教育相關領域學者發表

論文，以維持本會議論文品質。

會議主題：混中有序：混齡教學之經驗與策略

日期：2018年 12月 8 日、 9日(六、日)

地點：國立政治大學

主辦單位：教育部國民及學前教育署

承辦單位：國立政治大學教育部實驗教育推動中心

指導單位：教育部、國立政治大學、教育學院

徵稿範圍

混齡教學實驗教育

1. 混齡教學經驗研究（含國內外混齡教學現場研究、實作、分析） 2. 混齡教學策略（課程設計、空間工具、差異化教學、混齡教師角色、自主學習

探討等相關研究）

3. 混齡教學與行政組織、制度之關係研究 4. 其他與混齡教學相關的研究主題徵稿方式

（一）本研討會採長摘要（extended abstract）審查制，中英文撰稿，以 500-

1000 字內為原則，摘要內容須包含：

1.研究動機、目的或背景說明

2.研究方法或分析策略

3.初步研究發現或全文撰稿構想

4.預期研究貢獻

5.初擬之論文大綱

（二）論文摘要截稿日期：2018年8月1日（三）前，請投稿者於此期限內以電子郵

件寄到 [email protected]

1. 填妥 Google 線上投稿申請表一份 https://goo.gl/bC4ptQ 2. 中文摘要或英文摘要，或者檢附中英文摘要（以500 字到1000 字內為原則）

3. 全文需在11月2日（五）前以電子郵件繳交。


15

mailto:[email protected]://goo.gl/bC4ptQ

審稿方式

（一）為維持本研討會之論文發表品質，將邀請相關領域之專家學者，安排適切人

選進行審查，並以論文水準及與本研討會主題相關程度作為修改或發表與否的主要

標準。

（二）論文審查於2018年9月14日（五）前完成並以電子郵件通知繳交全文，凡通

過審查者，請於2018年11月2日（五）前送交全文，包括：論文題目、中文摘要、

關鍵字（2-5個）、個人基本資料（姓名、學歷、現職、地址、電話、傳真或電子

郵件信箱等）。以下為繳交全文之格式：

1. 論文全文電子檔案格式限 A4直式橫書 word 檔（請轉成2003或之後的版本）。 2. 全文中文以20,000 字為限（12 號字體，新細明體）；英文每篇以8,000 字為

限（12 號字體，Times New Roman）；格式請依 APA 或 MLA 格式撰寫。 3. 徵稿論文不得為已出版者。

4. 未經錄取之論文，恕不退稿，請自留底稿。

5. 凡通過本研討會審查並發表之論文，經修訂後，擇優刊登於本會之會訊或他日

集結成書。

投稿方式

1. 請備齊資料，將稿件電子檔上傳至 [email protected] 2. 寄出論文電子檔後，請來電臺灣實驗教育推動中心確認。

重要日期

摘要繳交 2018年 8月 1日 (三) 前

論文通過審查通知 2018年 9月 14日 (五) 前

全文繳交期限 2018年 11月 2日 (五) 前

研討會舉行 2018年 12月 8-9日 (六-日)

聯絡方式

通訊地址：

國立政治大學教育部實驗教育推動中心

11605 臺北市文山區指南路2段64號

國立政治大學教育學院一樓

電話/傳真：02-29387674

email：[email protected] 聯絡人：李嘉年先生

張朝翔先生


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Call for Papers This conference invites papers that explore and interrogate issues related to multi-grade education. We welcome a diverse array of approaches and methodologies. Possible topics include but are not limited to the following: Multi-grade education

1. Research and analysis about multi-grade teaching 2. Multi-grade teaching strategy (including course design, differentiated instruction,

tools and skills in multi-grade schools, roles of teachers and students in multi-grade classrooms)

3. Other related research about multi-grade education Related topics: Mix-aged teaching Non-graded schools Vertical classroom Combination classroom Instruction The official languages of the conference are English and Chinese. Interested scholars are invited to submit a 500-1000 words extended abstract (including keywords) and online application form (https://goo.gl/bC4ptQ) to [email protected] by 31st August, 2018 (Friday). Electronic acknowledgements of submission will be sent to all submitters on receipt of the abstract. Those selected to participate in conference will be advised by 14, September, 2018 and will be required to submit full papers and a brief CV (including name, e-mail address, institutional affiliation, and publication list) by 2, November, 2018(Fri.). Guidelines for manuscript 1. Manuscripts need to be submitted in A4 size .doc (MSWord) or .docx (MSWord 2007) format only. 2. Full text for manuscript written in English is limited to 8000 words (12 point, Times New Roman) in APA or MLA format. 3. Manuscripts has not been published before and is not currently being considered for publication elsewhere. 4. Manuscripts accepted in this conference will be published after revised. Important Dates Abstract submission deadline 31, August, 2018 (Fri.) Abstract acceptance notification 14, September, 2018 (Fri.) Full paper submissions deadline 2, November, 2018 (Fri.) Conference date 8-9, December, 2018 (Sat-Sun)


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https://goo.gl/bC4ptQ

Registration fee: F.O.C. (transport and other expenses in order to attend to conference will be solely afforded by participants) ※If you have any further queries, please do not hesitate to contact the conference administrators by email to [email protected] Address Taiwan Experimental Education Center (TEEC) College of Education, National Chengchi University No. 64, Sec. 2, ZhiNan Rd., Wenshan District, Taipei City 11605, Taiwan. Tel / Fax：(02) 2938-7674 Email: [email protected] Contact person：Mr. Chao Hsiang, Chang, Mr. Chia Nian, Lee


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參. 專題演講學者介紹與講題內容 Keynote Speakers 專題演講一 Keynote speech (1)

Rainer Kokemohr （德國漢堡大學） Kokemohr 教授為德國漢堡大學榮譽教授，具豐富教學、師培經驗，擅長研究教育哲學。自 2001年起為國立政治大學教育學院駐校學者，也巡迴許多台灣大專

院校。舉辦關於教育傳記研究、教學法、教育哲學等

講座與工作坊。2010 擔任為政大講座教授，這次將蒞台分享其陪伴過鄉村小學校，其教學之改革理念、作

法以及帶給周遭村莊的影響。 ◎此次研討會專題演講主題為：A small village averting its death by reforming the elementary school（小校轉型，村莊再現生機） Rainer Kokemohr (Professor of Education, University of Hamburg, Germany)

Dr. phil. Rainer Kokemohr, born in 1940, has been promoted with a thesis on the philosophy of education of the philosopher Friedrich Nietzsche. His habilitation thesis is devoted to the constitution of intersubjectivity in processes of teaching and learning. He is Professor em. for General Educational Science at the Faculty of Education of the University of Hamburg. His numerous studies apply to the educational philosophy in an intercultural perspective, pedagogical interaction research, qualitative empirical educational process research as well as educational biography research. Parallel to his professorship in Hamburg, he spent more than three decades in Cameroon, Africa, devoting himself to pedagogical field research on the relationship between social structure and school education. These led under his scientific direction, first to the founding of a reform school, then an institute of scientific teacher training and finally the Faculty of Education within the newly founded University in Cameroon. Since retiring, he has been grateful for significant experience through his appointment as a professor at the National ChengChi University in Taipei and his repeated visiting professorships at the Zhejiang University in Hangzhou. ◎The topic of his keynote will be: “A Small Village Averting its Death by Reforming the Elementary School”


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Prof.Dr.RainerKokemohr

Asmallvillageavertingitsdeathbyreformingtheelementaryschool.KeynotespeechattheICEE-conference,Dec.8–9,2018,NCCU,Taipei.

I. TheroleofanelementaryschoolinavillageSeen from above, there is a small village neighbored by scattered settlements andembeddedinawidelandscapewithlotsofforest.It isaniceplace.Unfortunately, it issituatedinaremoteandeconomicallypoorarea(inGermany).

This is the view of the village.

Only some hundred people live here. There are hardly any jobs – some agriculturalfarming,sheepfarmingandatradeinagriculturalmachinery.Thenearestbigcitywithgoodjobsisabout80kmaway.Duetothissituation,manyyoungerpeoplehaveleftthevillage in recent decades. It was somehow a dying village. Its end as a living socialorganismwastobeexpectedsometime.

Nowadayssuchvillagesinlessdevelopedareasarefoundinmanycountries.Peoplearemovingtobigcitiesandvillagesaredying.Butforfamilieswhohavelivedthereforalongtimeadyingvillageisadrama.

In view of the threatening end of the village in question, some people have askedthemselveswhattodotoensurethesurvivaloftheplace.Thesolutionisinteresting.Theyunderstoodthattherearesomeconditionsonwhichthesurvivalofavillagedepends,andtheydevelopedtheargumentthatagoodprimaryschoolisakeyconditionforthesurvivalofavillage.Ifgoodconditionssuchaslowhousingcosts,betterairandhealthierlifecometogetherwithagoodelementaryschool,familiesarewillingtostay.Indeed,agoodschoolisanimportantconditionforthesurvivalofasmallvillage.

Theargumenthasbeendeveloped inaconcretecontext. It isworthconsidering. Ifwewanttolearnaboutsmallreformschools,weneedtostudyconcreteexamples.Abstractschoolprogramsarenotenough.Sinceaschoolisalwaysconnectedtoitslocalcontext,schoolmodelscannotsimplybecopiedandtransferredintoforeigncontexts.ItisbettertoanalyzeexamplesthatcaninspireustobuildaReformSchoolinadifferentcontext.Howandunderwhatconditionsdidthosepeoplebuildtheirschool?Howandunderwhatconditionscanweredesignourschoolhere?


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Theteachersoftheschoolinquestionhavedevelopedmanyideasthathavemadetheirschoolaninterestingplacetoliveandstudy.Overtime,theparentslearnedthatthiswasaninterestingschoolandtheymovedtothevillage.So,thenumberofstudentsincreased.15yearsago,theschoolhadbarely60students.Todaytherearemorethan100students.

Theschool isapublicelementaryschoolwithgradesfrom1to6, includingadaycarecenterforveryyoungchildrenandtoddlers,akindergartenandadaycarecenteropenforstudentswhoseparentsdonotreturnhomefromworkuntillateintheafternoon.Allstudentsstayuntilthesixthgradebeforeattendingbyschoolbusthejuniorandseniorhighschoolattheneighboringtown.

Theschoolbuilding,built55yearsago,isdirectlyadjacenttoaforest.

Thisistheschool:

Thearchitectureoftheschoolbuildingisratherconventional.It isnotlikelytoinspireteachers and students. However, inside the building special rooms such as a groupworkroom, a computer room, a leisure room, a relaxation room have been created.Furthermore,inthequiet,naturalsetting,studentsandteacherscanenjoynaturebothduringbreaksandduringschoolhours.Thisyear,amultifunctionalbuildingisbeingbuilt:

In the photowe also see new skylights of the old school building, underwhich someadditionalfunctionalspaceshavebeencreated.

Theschoolisorganizedasasingleformelementaryschoolwithoneclassperyear.Butbecausethechildrenareunevenlydistributedamongtheages,thisconceptisnoteasytoberealized.Thatiswhymanyactivitiesareorganizedinmixed-ageclassesandchildrenofdifferentagesworktogether.


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Theteacherstrytomaketheschoolaplacewherestudentsfeelgood.Theydescribetheirschoolasfollows:

“Wehaveacozyschoolhousewithlessonswithoutabell.In themany roomswithmedia islands, computers, with Internet access, themostvariedworkshopsareplannedandcarriedoutwiththechildren.Theswimminglessonstakeplaceintheswimmingpoolatasomelargerneighboringvillage.The well-kept grounds with schoolyard, sensory garden, playground, large sportsfacilitiesandthenearbystadiuminvitethestudentstoplaysports.Manyfestivalsareorganized.Separateprojectssuchasthereadingnightareundisputedhighlightsforthechildrenandareorganizedtogetherwiththeparents.Webelievethatlearningstartswithmakingyourown.Thatiswhypracticallearningisabasicprincipleinourschool.Underthemotto:‘Travelingmakesyouwise’traditionalclasstripsandfinaltripstakeplace.The day care, leisure club and library in the schoolhouse and his immediateenvironmentareusedforworkinggroupsandleisureactivities.”

Letustakethetopic“Thehorse”asoneofalargenumberofprojectsthatareoffered.Itcanillustratehowbeautifulideasbecomepracticalasholisticlearning.

Holisticmeans,thatusingavarietyofformsofopeneducation,thetopicaddressesthechildren'smind,heartandhandatthesametime(accordingtoafamoussayingofthefamousSwisspedagogueandeducationalreformerPestalozzi,1746–1827).Butnotonlyhead, heart and hand are connected.Different subjects, such as reading, writing,arithmetic,biology,sports,music,etc.areseenaslivingactioncontextswherepupilscancomprehensivelyacquireknowledgeandskills.

Howthat?Theplaceoflearningwasexpanded.Inthe“horse”project,theclassroomwasassociatedwithanextracurricularopportunitythatexistshere,namelysmallnearbyhorsestables:

Within the6elementaryschoolyears, thestudentsdedicated themselves to thehorseprojectthreetimesinage-specificform.


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Inthe3projectphasestheylearnedhowtohandlerealhorsesandtotakeresponsibilityfor them.On the first level (grades1and2) thestudentsvisited thehorse farm.Theybecameacquaintedwiththehorsetheywouldengagewithoverthenextfewweeks.Theylearned how to approach the horse correctly. They fed the horse. Every studentwasallowed to ride on horseback. The pupils took photos and videos. They made manyobservationsandhadmanyquestionsrequiringfurtherexplanationbeingprovidedbytheemployeeofthehorsefarm.Staffmembersoftheridingcenterensuredthesafetyofthechildren.Theteachercollectedthequestionsandanswers.

Backatschool,theworkshop“Ourpet-horse”followed.Teachersandstudentscollectedandarrangedthevariousobservations,questionsandinformation.Afirstoverviewwasoutlined,anditwasdecidedincommondiscussion,whichaspectshouldbedeepenedinthecomingdaysandweeks.Studentschosetasksforwhichtheywantedtoberesponsible.Theresultwasawallnewspaper,inwhichthevarioustopicswereenteredinlinguisticform, in drawings or in photos. In the ongoing project the wall newspaper wassupplementedby further experience, informationandknowledge. Since the individualentrieswerealwaysconnectedwithrealsituationsandwiththestudents’activities,theknowledgewasacquiredasaction-orientedknowledge.

Thehighlightoftheproject“Ourpet-horse”wasaclasstriptoaspecialponycastle.

Duringthestayattheponycastle,twochildreneachwereresponsibleforafosterpony.Theyfedtheirponyandtookcareofthehorseaftertheyhaveriddenonit.Morephotosandvideosweretaken.

Backatschool,ameetingwiththeparentswaspreparedinwhichthestudentsreportedon their experiences on the pony farmwith the help of the photos and videos. Theysupplementedthereportwiththeknowledgethattheyhadacquiredintheweeksbefore.Everystudenttookaroleinthepresentation.Speakingtotheparents,theylearnedfreespeechinviewoftheir‘lifewiththehorse'.

On level2(grades3and4)aone-yearcourse"TeacherHorse" followed.Thestudentspassed weekly practical lessons on a somewhat bigger horse farm situated about 2kilometersfromtheschool.

Thephotosshowthefirstvisitatthehorsefarmonlevel2:


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Thehighlightonthislevelwasanovernightstayontherider'scourt.

Level3(grades5and6):Duringthelastyear,thephysicaleducationlessonswereheldforonehouraweekonagreaterhorsefarm8kmaway.Inadditiontocleaning,guidingandriding,theboysandgirlswereengagedinhousing,foodandpethealth.Attheendoftheschoolyear,theyhadtoprovetheirknowledgeinabasicpassexam.Inthewritten,oralandpracticalparts,theirknowledgewasqueried,whichwaspreviously taughtby the class teacherandaspecialhorseconnoisseur.

Finally, thestudentspreparedaparty, the"RidingEvent."Theyorganized theculturalframingofthefestivalwithappropriatemusic,theybuiltaphotowallandreadtextsthathave been produced over the years, and they showed videos.With the help of someparents,therewasalsoasmallbarwithdrinksandsnacks.Finally,theyindependentlypresented their experiences, their acquired knowledge and skills in front of parents,relativesandthestudentsoflevel1and2.

Inaprojectlikethehorse'sverydifferentsubjectareasareconnectedtoeachother,suchasreading,writing,arithmetic,biology,sports,music,etc.Inconventionalteachingtheyaretaughtasdifferentsubjects.Buthere,differenttopicsandworkenvironmentsinspirethestudentstoappropriatetheworldundtodevelopthemselves.

II. TheframeworkthatthestateofferstoelementaryschoolsHowever,eveninasmallvillage,theschoolisnotanisolatedisland.WhattheteachersaredoingisnotpossibleunlesstheMinistryofEducationsupportsthiskindofpedagogywithasuitableadministrativeandpedagogicalframework.

Inourcase,boththeschoolandtheministryhavelearnedinshareddiscussionthattheschool has to change if villages are not to die. TheMinistry of Education accordinglysupportselementaryschoolsbyprovidingteachersaswellasparentswithaframeworkenablingascopeofcreativefreedom.Whatdoesitmean?TheMinistrygivestheteachersacertainfreedomtochoosetopicsandworkforms.Thisfreedomhastwoaspects.Ontheonehandthereisnegativefreedom.Ontheotherhandthereispositivefreedom.

Negative freedom is "freedom from" meaning the absence of external and internallimitationsthathinderthefreedomofthought,commitmentanddevelopment.Positive


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freedom is "freedom to". It is a freedom encouraging people to commitment and tocreativelydoingsomethinginfavorofsociallifeanddevelopment.

Itisimportanttoknowthatasocialordercandissolvequicklyifonlynegativefreedomisgiven and constructive initiatives are lacking. To promote creative potential, negative freedom must be complemented by positive freedom.

Positive freedom cannot be prescribed by rules or to-do lists. "Be creative!" or "bepositive!" is not a meaningful sentence. Therefore, positive “freedom to” is the maineducationaltaskofteachers.Thistaskcanbesupportedinavarietyofways,forexamplethroughcleverteachingmodels,asmartcurriculumordidacticexperiences.Itcannotbereplacedbysimplyapplyingmodelsorcurricula.Onlyifteacherscreativelyacquiremodelsandthecurriculuminviewofthelocalorindividualsituation,offerscanbefruitful. Inshort, the sensitive teacher is themost important condition for the students' creativedevelopment.

Intheschoolinquestion,somehelpisprovided.Ontheonehand,intermsofnegativefreedomtheMinistry’sframeworkofeducationalactivitiesisnotconstrainedbytoostrictadministrativerules.Instead,itencouragesteacherstomakedecisionsinmanytopicsandissuesthataremeaningfulandappropriateinviewofthespecificsituation.

In addition, the ministry supports teachers through concrete suggestions,recommendations and offers in the sense of positive freedom. It supports a goodpedagogy by stimulating guidelines to be developed and realized by teachers in theconcretesituationandinfavoroftheirstudents’development.

Forthispurpose,everyyeartheMinistryofEducationpublishesatextinvitingteachersand parents to an educationally inspiring understanding of elementary school and itspotentialforpromotingthechildren’sdevelopment.

Thisyear,thetextisentitled:Learningtogetherforthefuture.Threekeywordsoutlinetheconceptofelementaryschool:Learning,togetherandfuture.

Learning–andnotteaching–isthefirstkeyword.Thatmeansthatlifeandactivitiesinelementary school are seen primarily from the perspective of learners. Teachers andparentsareinvitedtosubstitutetheteacherperspectivewiththelearners’perspectives.

Togetheristhesecondkeyword:Althougheverychildhastolearnontheirowninitiative,emphasisisplacedonlearningininteractionwithothers.Theseothersarechildren,andoftentheteacherismoreahelperinthebackground.Ofcourse,theteacherisresponsiblefortheoverallsituation.Butsheorheisexpectedtobeasproductiveaspossibleofboththeindividuallearninginterestsofthechildrenandthesocialinteractions.

Future,thethirdkeyword,isthemostimportantone.Inthepast,asyllabuswasprimarilybased on the social stock of knowledge and norms such as produced by previousgenerations.Simplifyingwecansaythatchildrenhadtolearnwhattheparentgenerationalreadyknew.Today,thisrequirementisnolongerself-evident.Ofcourse,thereisstillanamount of knowledge that must be learnt. E.g. the syllabus for reading, writing andarithmeticremainsinplace.Butwhenwethinkaboutthechangeofthepresentandthefuturethroughdigitizationandglobalization,economicandpoliticalconstraints,itisclearthatfromtheverybeginningtheschoolhastohelpstudentsprepareforthefuture.


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Pedagogicallythisisastrongchallenge.Sinceno-onecanforeseethefuturewithcertainty,school, beyond passing on the stock of social knowledge,must help students developabilitiestorespondwiselytounknownsituationsandproblems.Thatiswhyasyllabuscannot simply be the sum of social knowledge that students should acquire. Rather,studentsnowadaysneedtolearntofacenewchallenges,tolookforandeventodevelopnewknowledgeandtorespondregardingavaguefuture.

Theministry’sthreekeywordsletunderstandthatthelearningofchildrenisseenasaconstructionprocess.Childrenthemselveshavetoconstructtheirrelationtotheworldandtothemselves.

III. EducationalreformconceptsandscientificknowledgeThis idea is not a new one. Different reform schools have been developed since thebeginningofthelastcentury.TheyincludeMontessori–,Waldorf–,Peer-Petersen-Schools,theWorking school ofKerschensteiner, theOdenwaldSchool, theBielefeld laboratoryschool, and the ideaorientsmanyactual reformprojects thathavebeendeveloped inmanycountries.

ThescientificbasisoftheideaislinkedabovealltoVygotskyandPiaget,twooutstandingresearchers.Piagetletsunderstandthatconstructionisaprocessofadaptation.ForPiaget,the process of adaptation is a balancing series of assimilation and accommodationprocessesthatbuildacircle:

Processofadaptation

Assimilationistheprocessoffittingnewexperienceoftheworld/environmentintopre-existing cognitive schemes. It occurswhen humans are facedwith new or unfamiliarexperienceandrefertopreviouslylearnedcognitiveschemesinordertomakesenseofit.Forexample,achildathomehaslearnedthatalampwilllightwhenitisturnedon.Then,whenelectricityistreatedatschool,thechildmaytrytosubsumeelectricityunderthemechanismofswitching itonandoff.Butheorshewouldnotunderstand thespecialnatureofelectricity.

Therefore,accommodationisnecessary.Accommodationmodifiesanexistingschemeinorder to adapt it to new experience that resists being subsumed. A first step ofaccommodationmaybeat the levelofaprimarystudent in thatheorshe isgettingabetterideaoftheelectricalenergy.Forexample,theteacherisspeakingofelectronsandthechildmay imagine theelectronsasverysmall creatures travelling throughawire.Evenifthisisstillaveryprimitivepicture,asafirststepitmayprovideanewconceptofelectricityforthechild.

Thisnewconceptnowgivesrisetosomethingthatismorethanboth,assimilationandaccommodation.Before,thechildhasseenelectricityasapassiveobjectofhumanaction.Butsinceelectricityisseenas‘travelling’throughawire,itseemstobesomethingactivethathumansneedtoadjusttheirmindsandactionsto.Whenachildisgoingthewayofadaptationasthedoublewayofassimilationandaccommodation,anaspectofthechild'sworldandanaspectofthechild'sself-understandingischanging.


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IV. Backtotheministry’seducationalframeworkTheMinisteropenstheeducationalframeworkwithaletterinvitingtheparentsofschoolbeginnerstoanewlookonschool.Shestressestwopoints.(1)Schoolshouldbeasecondhomeforthechildren.And(2)freeplay,whichdeterminedthechildren’sdevelopmentbefore school, shouldbe supplemented (not replaced) at schoolby formsof organizedlearning.Threepointsareputout.

(1) Theschoolhastopreparechildrenforthefuture,inwhichtheylaterhavetoliveandactsocially.(2) Sincechildrenlearndifferently,itistheemphasizedthateachchildmustseekandfindanownpath,andschoolhasthetaskofsupportingthechildrenalongthisway.Individuallearningisnotlonelylearning.Studentsneedsocialinteraction.Interactioninthegroupofpeersprovidestheinspirationandmotivatesthechildren'slearning.(3) Goodsocialinteractionneedsmorethantheteacher’sinformationanddiscourse.Theteacher’sactionsmustbeembeddedinaninterestinglearningenvironmentwherechallengesmakelearningattractive.Agoodlearningenvironmentrelievestheteacherofalotofwork.Itletschildrenlearntogetherandfromeachother.Itnotonlyoffersknowledge and practical options, but also encourages helpfulness, respect andconsideration.

Tomake this possible, additional offerings aremade that hardly exist in a traditionalsyllabus.Theseofferingsmay include theatrical ormusical performances, scientific orbiologicalprojectsandothers.

Youmaywonderifsuchapedagogyisnottooidealistic.Isn’tstrictdisciplineneeded,forexample,whenstudentslearntheculturaltechniquesofreading,writingandarithmetic?

Ofcourse,intheseareas,rulesmustbelearnedandfollowed.Studentscannotcreativelyinventnewcharactersornewrulesofmathematics.Butthisdisciplineisdemandedbythesubjectsandsocialdisciplineisonlyanaspectofthematicdiscipline.Disciplineandfreedevelopmentneednotbemutuallyexclusive.Childrenarereadytoacceptdisciplineiftheyunderstandthatitisnecessarytosolveaproblem.Ifteachersandschoolshaveagreatdealoffreedominshapingschoollifeintheconcretesituationdisciplineandfreedevelopmentcanbelinkedtogether.

V. Howisaneducationalframeworkmadeconcrete?Atfirstdiversityistakenintoaccount.Atthestartofschool,childrencometogetherinaclass,theyhavedifferentqualifications,diverseexperiencesanddevelopmentstatuses.So,theyaremoreorlesscuriousandwanttofindoutwhattheyarecapableof.

Whilesomelearnfromtheirowninitiativeandwithagreatdealofdesire,othersdonotdaresomuch-thesechildrenmustbeencouraged.Hereafriendlyandinspiringlearningenvironmentthatmeetstheneedsofchildrencanhelpalot.

Ifso,thejoyoflearningwillbepromoted.Ifeffortleadstosuccess,praiseisgivenandrulesandritualsoflivingtogethermakeitcleartoeachchildwhatitcandefinitelyrelyon,childrenwillconsidertheschoolastheirsecondhome.

Referringtotheseideastheministryinvitestheteachersandtheparentsaswelltofollowthisway.However,wemaydoubtiftheminister'sthinkingisnotjustwishfulthinking.Canwishfulthinkingcorrespondtoreality?


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Thereisanimportantpoint:Accordingtoconcreteexperience,theministry’sguidelineisreformulatedeveryyear. It ischangedifnecessaryandadaptedtonewcircumstances.One does not simply consider changes thatmay arise through political elections andspring from ideological currents. Rather, concrete problems are important, andcorrespondingideasintermsofsyllabusandadditionaloffersmayemerge.

Atthebeginningofschoolthereisalwaysagreatvarietyatthebeginningofthefirstclass.Partofthebeginnerscomefromthedaycare.Butduetosocialchangelabormarketetc.somechildrenhavegrownupathomeandotherswiththeirgrandparents.That'swhythetransition to school is abig step forevery child. Sincea successful transitionmakesasignificantcontributiontoagoodstarttoschoolthedaycareandtheelementaryschoolworkcloselytogetherinthisphaseoftransition.Itwillallowthechildrentograduallygetusedtothenewsituation.Inordertosupportthisprocessandtopromotethecooperationbetweendaycareandtheschool,thestateprovideseachelementaryschoolwithanotherteacher's lessonhour. Inaddition,anorientation framework foreducation in termsofqualityindaycareandelementaryschoolisdeveloped.Itdescribesindifferentpointstheresponsibilityofdaycareandelementaryschoolinthetransitionphaseofchildren.

Sincethechildrenareverydifferentintheirdevelopmentandindividualneedswhentheyenterprimaryschool,theministryoffershelpforteachersintheirdifficultwork.Justtomentionanexample, there isacompulsory languageassessmentofall childrenand, ifnecessary,compensatory languagesupport indaycare in theyearbeforeentering theschool.

Besides language assessment parents and teachers can also access the developmentreportsthatthedaycarehascreatedforeachchild.Thesereportsbridgethegapbetweenthe children’s individual learning histories and educators' professional orientation byprovidinginformationaboutmanyaspectsofdevelopment:aboutemotionalandsocialdevelopment,aboutability toexperience,aboutsocialbehaviorandself-esteem,aboutmoralfeelingsandwillcontrol,aboutlanguage,imagination,logical-mathematicabilitiesetc.1

VI. CourseandprojectorientationasamodeofpositivefreedomI emphasized that teachers are the main characters in the school. 2 They creativelyaccommodateandmodifytheMinistry'sguidelinesinfavorof theindividualstudents’needs,andsometimestheyevenimprovetheguidelines.

1Cf.:1.Anaveragedeveloped6-year-oldchild;2.Anexemplarydevelopmentreportontheday-careendKitabasedontheobservationsoftheeducatorsinthepastyears1-61.[Eindurchschnittlichentwickeltes6-jährigesKind;2.EinexemplarischerEntwicklungsberichtzumKita-AbschlussaufgrundderBeobachtungenderErzieher/InnenindenzurückliegendenJahren1-6.](beidesimTaiwanXII-2018-Ordner).2 Wemaythinkthatthiscentralroleoftheteacherisself-evident,sowedonothavetotalkaboutit.Butinmanyschoolsandeducationalsystems,teachersaremorelikelytobeexecutivesofastateeducationplan.Infact,thisisacentralideologyunderlyingthedevelopmentofthemodernschoolsystem.Fortheschoolasweknowittodayhasbeensetuptoeducatepeopleinsuchawaythattheycanfulfillthepurposesthatthestateconsideredworthy.Thatcouldbethegoodcitizenwholivesinharmonywiththestateandsociety.Butmoreandmore,thetypeofgoodcitizenhasbeenreplacedbythetypeofworkeroremployeewhoisfocused on the tasks that are economically demanded. Accordingly, the educational system fromkindergarten through school and vocational school to university has been geared towards normativemodelsofeconomicallyadaptededucation.


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Undoubtedly,thisworkneedsenergyandtime.Buttheyarealsorewardedforthiseffort.Unlike routine, their work is creative work that releases new forces by rewardingstudentsandteacherswithgoodresults.

Whatthismeansisshowninthetimetableandtheplanofactivities.Schoollifeseemslikeacolorfulbouquetandstudentssettleondifferentflowersduringthecourseoftheday,theweekortheschoolyear.

Thetimetableisachangebetweenlearningtimes,movementtimes,eatingtimesandfreeactivitiesaccordingto individualpreferences. Teaching inconventional formischosenwhen the teacher explains something new or when new exercises are introduced inspellingormath,forexample.However,mosttimesaremoreorlessopentimes,whichcanbepostponedifrequiredbythecurrentactivity.Andatleast50%ofthelessonstakeplaceinamulti-yearopenform.Theworkshopsaredesignedinsuchawaythatlearningispromotedwithallsensesthroughactionandself-creation,throughdiscoveryandself-controlwith(partly)self-selectedmeansandways.

Inthemorning,thechildrenarriveaccordingtotheparents’needsorflexibility.Thenwefindsixdifferentlearningtimes.Butthatdoesnotmeanthatthestudentsarefocusedontheteacherandtheblackboardinalltheselessons.Thefurnitureismovable,soitcanbearranged differently at any time. Sometimes all students look at the teacher and theblackboard. Itmakessensewhentheteacher introducesareadingtechniqueoranewstrategyinmathematics.

– In a world in which societies compete, especially at the level of economics, this orientation of theeducational system is often considered necessary. However, more and more people contradict thisorientation of the education system. There is a feeling that humans are more than just economicallydetermined beings. Educational reforms and alternative schools are required. This is the generalbackgroundagainstwhichevensmallruralschoolscanbecomeinterestinghotspots.


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Butwhenatopicisdevelopedinaclassroomconversation,itmakessensetoformacircleorsemicirclewhereeveryonecaneasilytalkwitheveryoneandlookattheblackboardaswell:

Inothercases, thingsareeasiertograsp if there isanobjectbroughtalong.Andoftendifferentmediaandtechnologyareused:thetextbooksandworkbooks,learningcards,self-made books and pictures, photos, overhead or digital projectors, an interactivewhiteboard,videosandDVDs.

However,asstudents learnatdifferentrates, thosewho learn fastercanturntootheractivitieswhiletheteachercontinuestoworkwiththosewhoneedmoretime.Thisinnerdifferentiationispossiblebecausetherearemanydifferentoffersthatstudentscanfreelychoose.Thereisareadingroomwithbooks,thereareshelveswithpackagesofvariousinterestingthemes,therearetheplantsandalsosomeanimalsthatneedregularcareandsoon.Insuchastimulatingenvironment,everystudentcanfindhisorhertopic.Andthisway,everystudentwillfindhisplace,whereheorsheknowsforsureandrecognized,andsociallifecandevelopinharmony.

Itisnotaneasytaskforateachertostretchthewiderangeofdifferentformsoflearningand to find a balance between the openness of learning on the one hand and awell-structuredlearningontheotherhand.Onemaywonderifteachersareoverwhelmedbythecomplexityoflearningsituations.3

3 The rhythm of the day is shaped by the alternation of lessons, free movement phases and sociallyritualizedactivities.Thereistheopenentrancephase,wherechildrenarriveintheschool'spremises,theyarewelcomedbytheteacherandwelcomeeachotherandrefreshtheirsenseofbeingathome in theirschool.

Therearecommonmealtimes-havingbreakfasttogether,havinglunchtogether-andtherearefreetimeschildrenspendinthedaycarezonesoftheschoolwheretheycanplay,read,restordoanythingtheychoose.Overall, the school life with increasing time of day follows more and more project forms and similaractivities.Forthis,theteachersdesignatopicplanatthebeginningoftheschoolyear.Foreachofthesetopics,twogradelevelsarecombined,sothatchildrenofdifferentagescometogether.

What is called study times includes studies of cultural techniques and topics that cannot or cannotsufficientlybeaddressedintheprojectform.Thesestudytimes,however,arelessrigidthantheyappearontheplan.Becausethereisnoschoolbell,thesehourscansometimesbeshorterorlonger,dependingontheindividualsituation.Ofteninstudytimestheacquisitionofculturaltechniquescanbecombinedwithstudyprojectsor thepreparationof festivalsetc. Inaddition, thestudy timesare interruptedagainandagainbytimesofphysicalmovement.

More concretely, teaching during study times is not simply a matter of teaching a course knowledgeaccordingtoatraditionalpattern.Instead,didacticfindingsareintroducedandtested.Anexampleisthechangefromtraditionalarithmetictosettheory.InGermany,duetothecharacterofGermanorthography,therearealsodifferentconceptsofreadingandwritingcourses.Somethingsimilarmaybetheintermediatestep of the Pinyin orthography in Taiwan and China,which should prepare or facilitate the use of theChinesecharacters.

Studyareasandworkshops


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Buthelpisnear.Inthisandmanyotherreformschools,theteachers,asateam,developa2-yearplanorganizingtheschoolyearintoprojectsthat,inaccordancewiththeministry'seducational framework, are organized into three learning areas each comprising twoschoolyearswherethestudentsworkinmixed-agegroups.ThefirststudyareaincludesthelevelIwithyears1and2,thesecondthelevelIIwithyears3and4,thethirdthelevelIIIwithyears5and6,eachwithalotofvariousprojects.Issuessuchas'spring','health'and'humansdonotlivebybreadalone'illustratethedifferentprojectsofthelearningareas.4

Whatisthebenefitoflearningthroughprojects?Theprojectmethodgivesthestudentsagreatdealofpositive freedom.However, there isstillanothermomentum: Inprojects,teachers and pupils work together in a joint responsibility towards the project. Andsometimes,unexpectedproblemsoccur.Insuchsituations,studentsandteacherslearntogether.Teacherswhodon’tworryabouttheirstatusasaknower,suchsituationsleadtospecialfeelingsofhappiness.

Conclusion:Theministrydoesnottrytosecuresocialcohesionthroughstrictrulesorprocedures.Rather,theytrustinthejudgmentandunderstandingofteachersandparents–andinmany aspects, they trust in the judgment and understanding of the students as well.Confidenceworksasitisacceptedbyteachers,studentsandparents.Onlyinthecircleoftrustagoodschoollifecandevelop.

The most fascinating part of a school focusing on creative freedom is what they call study areas andworkshops.TheteachingteamhasformulatedtheselearningareasandworkshopsbasedontheMinistryofEducation'sguidelinesasaseriesofprojects.Firstofall, the6yearsof schoolaredivided into threelearninglevels…

4 Thelistofthetopics:LevelI: "Come,learnwithme","AvoidDangers","Halloween","FairyTales","Christmas","TheYear","TheSenses","OurTeeth","Spring","WatchWorkshop","TheGarden","PotatoandRice"…Level II: "Family", "Circus", "Journey into thePast", "IamMe", "Holiday", "OurDog", "WePlayTheater","Health", "Fighting, getting along”, "Traffic", "You and your environment", "Animals and plants by thewater","Purchase,sale,advertising","Fromgraintobread"…LevelIII:"HowdidourancestorsliveintheStoneAge?","TheFamilyinAncientGreece","ReproductionandDevelopmentofMan","AlsoAnimalsandPlantsareGrowingandDeveloping","TheForestasHabitat"…(andothers).


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專題演講二 Keynote speech (2)

Eleanore Hargreaves（英國倫敦大學學院教授）

Hargreaves 為英國倫敦大學學院「學習與教學」機構的教授，長期關注「孩子如何學習」並擅長討論分析

孩子教室學習經驗的社交與情緒面向。最近出版一本

書籍，從孩子的觀點與視角去詮釋、探討教室的上課

經驗。她也做過多區域的混齡教學研究，目前專注研

究在英國教室裡的差異化教學。

◎此次研討會專題演講主題為：Differentiation（差異化教學）

Eleanore Hargreaves (Professor of Education, University College London, UK) Dr. Eleanore Hargreaves [PhD, MA Oxon, PGCE] is Reader/Associate

Professor in Learning and Pedagogy at the UCL Institute of Education in London, UK. Eleanore specialises in studying how children learn, in particular the social and emotional aspects of classroom learning. Her recent book was entitled Children’s experiences of classrooms and previously she edited The SAGE Handbook of Learning. She has worked in a range of countries exploring multigrade teaching and is currently focusing on differentiation in UK classrooms.

◎The topic of her keynote will be: “Differentiation”


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Differentiation: learning through diversity

Eleanore Hargreaves

This keynote explores how multigrade classrooms can benefit from their natural diversity. It defines differentiation as: “Teachers providing opportunities for meeting students’ diverse needs, where these affect learning processes”. It explores how differentiation can be damaging if we group similar children together too much. This is because the honouring of diversity can be emotionally supportive and thereby motivating itself. This is the secret for multigrade teachers because their classrooms lend themselves very well to collaborative learning which draws on diversity which then promotes deep motivation. The Keynote considers how collaborative, fun learning can be supported in the multigrade classroom through appropriate tasks and through skilful student grouping. It focuses on how to create the Learning Set of Six. Once motivation is inspired and boredom avoided through these means, multigrade classrooms become ripe for high achievement. Children’s own voices are shared in this presentation, and they are respected for their rich insights about successful classrooms.

About author:

Dr. Eleanore Hargreaves PhD, M Ed, MA (Oxon), PGCE

Reader in Learning and Pedagogy

UCL Institute of Education, London University, UK


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專題演講三 Keynote speech (3)

加藤幸次（日本上智大學名譽教授、日本個性化教育學會會長） 1960年畢業於日本愛知學藝大學，擔任兩年的國中教師後，進修名古屋大學研究所。1970年至美國威斯康辛大學研究所留學的同時，也在當地小學服務任教。

1973年開設紐約日本人學校。回日本後上任國立教育研究所所長、上智大學教授、

名古屋女子大學教授、美國教育學會前會長。前陣子

以「個性化教育」作為目標，主要以日本全國擁有開

放空間的學校為中心進行學校改革之任務。

◎此次研討會專題演講主題為：個別化と個性化の話し（從個別化和個性化談混齡教學的本質）

Katō Kōji (Professor Emeritus of Education, Sophia University, Japan)

Professor Yuki Graduated from Aichi University of Science and Technology in Japan in 1960 and served as a national teacher for two years while studying at the Graduate School of Nagoya University. While studying at the University of Wisconsin in the United States in 1970, he also taught at a local elementary school. In 1973, he founded the New York Japanese School.

After returning to Japan, he has served as the director of the National Institute of Education, a professor at Sophia University, a professor at Nagoya Women's University, and a former president of the American Institute of Education. His goal of late has been to promote "individualized education," to push forward Japanese educational reform by focusing upon developing schools with open spaces.

◎The topic of his keynote will be: “The Essence of Multigrade Educa-tion from the Perspectives of Differentiation and Individualization”


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個性化教育の進展と現状

―子どもの主体性・創造性の育成を目指し、新しい授業を創る―

加藤幸次（日本個性化教育学会会長、上智大学名誉教授）

１．私たちの歴史的な立ち位置はどこか

この小論で、私たちは個性化教育というモットーの下で、何を成し遂げようとして

来たか、を明らかにし、多尐なりとも、今後、何をなすべきか、考えることにしたい。

まず、何を成し遂げようとして来たかを明らかにする前に、私たちの歴史的な「立ち

位置」を概括してみたい。

1967 年、イギリス中央教育審議が公にした『プラウデン報告書（Plowden Report』

は、第二次世界大戦後、イギリスで進展してきた「インフォーマル教育（ informal

education）」と名づけられた児童中心主義・経験主義にねざした教育実践を要約し、

特に、初等教育の改革の必要性を訴えた。ただちに、このイギリスで進展してきたイ

ンフォーマル（非伝統的）教育の教育実践はアメリカにもたらされ、「壁のない学校

（school without walls）」と呼ばれた校舎建築と相まって、「オープン教育（open

education）と呼ばれ、広まった。1971 年に公にされた報告書『教室の危機（Crisis in

The Classroom）』は広くよまれ、児童中心主義・経験主義にねざした学校教育改革を

推進した。

やがて、イギリスでは、「大論争（Great Debate）呼ばれる運動が展開され、1988

年、サッチャー政権のよる『ナショナル・カリキュラム』の策定とその全国展開の時

代に移っていく。アメリまでも、1983 年の『危機に立つ国家』に続いて、2002 年、

『落ちこぼれを作らない法（No Child Left Behind）』が成立し、教科主義・系統主義

が主な潮流となって、今日にいたっている。

私たちの「個性化教育」運動は、明らかに、イギリス・アメリカの児童中心主義・

経験主義に源泉があり、特に、1980 年代に盛んになる「オープン・スペース（open

space）」を持った学校での授業づくりに始まっている。やがて、よく知られるように、

2000 年に突如として始まった、たった 4 人の左派と右派に属する人物に、マスメデ

ィアが加勢した「学力低下論」によって、私たちの授業実践は窮地に追い込まれた。

このように、私たちの「個性化教育」は英米の教育改革の動きと軌を一にしている。

２私たちは「フォーマルな授業（一斉授業）」の改革を目指してきた

私たちは、1980 年、『個別化教育研究連盟』を立ち上げ、オープン・スペースをも

った数校とそこでの授業実践をつなぎ合わせた時点から始まった。「個別化教育

(individualized education)」としたのは、「一人ひとりの子どもの学習活動」という

視点に立って、わが国の伝統的なフォーマルな授業（一斉授業）を改革したいと意図

したからであった。1984 年、「いじめと不登校児の増大」への対処を最大の課題とし

た臨時教育審議会の答申における「個性重視」の方針を受けて、この年、『個性化教


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育研究連盟』と改称した。「個性化教育（personalized education）」という概念に移

し替えることによって、子どもの学習課題づくりへの参加を可能にしたかったからで

あった。具体的には、生活科や総合的学習が導入され、教育課程の一部に、子どもた

ちは自分たちが学びたいと考えることを学ぶことが出来るようになった。2008 年、研

究のレベルの向上をめざして、事務局は、従来どおり上智大学（教育学科）に置きつ

つ、『日本個性化教育学会』と改称し、今日に至っている。

言うまでもなく、私たちの学会は、欧米の児童中心主義・経験主義に基づく教育改

革の動きから影響を受けつつも、日本の児童中心主義・経験主義の伝統の上にある、

と考えている。「大正自由主義教育」運動や戦後の「コア・カリキュラム」時代から

多くを学び、今日的な状況の中で再興しているのではないかと、さらに、いまや日本

の児童中心主義・経験主義の唯一の研究・普及機関ではないか、と自負している。

３．私たちは、４つの方略を立て、伝統的な一斉授業に挑戦してきた

次に、私たちが何を成し遂げようとして来たかを明らかにしたい。今から考えると、

無謀にも、わが国の伝統的な、したがって、フォーマルな授業である「一斉授業（指

導）」挑戦し、そのあり方を改革し、子どもたち一人ひとりの個性が生き、育つ授業

を作り出そうとしてきた。

まず、改革すべき「一斉授業」を構成しているフレーム・ワーク（骨組み）をはっ

きりしておく必要がある。その骨組みは次の 4 つの同一性（共通性）より構成されて

いる。

（１）学習課題がクラス全員にとって「同じ」課題であり、（２）学習課題を解決

していくペースも、クラス全員にとって「同じ」ペースであり、（３）学習課題を解

決していくのに用いる教材も、クラス全員にとって「同じ」教材であり、（４）した

がって、学習課題の解決の結論も、クラス全員にとって「同じ」結論である、という

同一性。共通性である。

もちろん、教師により、また、教科により、多尐の違いは認められるが、原則とし

て、この「同一性・共通性」が維持されている。「一斉授業（指導）」と言われる「一

斉」的授業の展開は多分（２）の「同じ」ペースで課題解決しているところから来た

のではないか。

言い換えると、「個性化教育」の名の下でなされるべき改革、すなわち、この「フ

ォーマルな授業」を「インフォーマルな授業」に改革するためには、「子ども一人ひ

とりの学習活動」という視点に立って、この 4 つの同一性・共通性に個別性・柔軟性

を与える必要がある。「クローズドな（閉ざされた）授業」を「オープンな（開かれ

た）授業」に改革することと言ってもよい。

４－（１）子どもが自ら「学習課題」を設定する

したがって、個性化教育を目指す授業を創るための第１の方略は、子どもたち一人

ひとりに適した学習課題を与えようとするものであり、また、子どもたちに自らの「学


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習課題」を決めさせようとするものである。

子ども一人ひとりの「個性」の伸長を目指す個性化教育は、子どもは一人ひとり違

った学習課題に挑戦すべきである、と考える。もちろん、このことは、子どもたちが

共通の学習課題に挑戦することを否定するものではないが、「同一・共通課題」に固

執すべきではないということである。子どもたちの達成度あるいは関心事は常に違っ

ているに違いないからである。

「同一・共通課題」をめぐって、授業で取りあつかう「教科等」を大きく 3 つに分

けて考える。今日までの教科を前提として考えると、指導内容の系統性が強い「用具

系教科（数学、国語、英語など）」、指導内容の系統性が弱い「内容系教科（理科、

社会等）及び、”内的系統性“を重んじる「統合系学習（生活科、総合的な学習など）」

の 3 つに分ける。

これら 3 つに分けた教科等では、学習課題づくりに当たって、次のような配慮お目

指す。

用具系教科では、指導内容の系統性がつよいがゆえに、学習課題を決めるに当たっ

て、一人ひとりの子どもの「到達度」を考慮した「個人別課題」を決める必要がある。

したがって、学級にもよるが、かなり違った到達度別の学習課題が生じる。同時に、

到達度の低いレベルの課題に挑戦する子どもには、次の項目で触れるが、十分な学習

時間をとり、学習ペースを尊重する必要がある。また、次々の項目で触れるが、到達

度の低いレベルの子どもには、一人ひとりの「学習適性」に配慮した聴視覚教材や操

作教材などの活用を促す必要があるし、頻回に個別指導が必要になる。

付け加えておけば、オープン・スペースやワーク・スペースは個別指導の場として、

また、教材（学習材）を置いておく、好都合な空間である。

内容系教科での指導内容の系統性は弱く、子どもたちが学習課題を選択する余地が

生じてくる。たとえば、小学校で「昆虫」（理科）について学ぶとき、バッタ、カブ

トムシ、コガネムシなどから 1 つを選んで、観察し、記録し、調べることができる。

中学校で「幕藩体制の成立」（歴史的分野）について学ぶとき、大名行列、武家諸法

度、地元の藩などから、1 つを選んで、調べ、まとめることができる。

付け加えておけば、観察し、記録し、調べ、まとめる活動についても、子どもは自

分らしい活動を行うことができ、自分に適した追究方法を育てていくことができる。

”内的系統性“を重んじる「統合系学習（生活科、総合的な学習など）では、挑戦

すべき学習課題の決定に関して、子どもたちがより多く関与してくることになる。

私たちは、イギリスの「フォーマル教育」の実践の中で始まり、アメリカやヨーロ

ッパに広まった「ウエビング（webbing）」による学習課題づくりの手法の導入を図

ってきている。もちろん、私たちは、「学際的（ interdisciplinary）」な手法にも関

心を持ってきている。


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４－（２）子どもが自らの「ペース」で学習活動を進める

個性化教育を目指す授業を創るための第２の方略は、子どもたちに自らの「学習ペ

ース」で学習させようとするものである。また、学習活動によっては、子どもたちに、

単元全体の「学習スケジュール」を示したり、決めさせようとする。

個性化教育では、子どもたちが必要とする「学習時間」は一人ひとり違う、と考え

る。ここでも断っておくが、このことは、子どもたちが共通ペースで学習課題に挑戦

することを否定するものではないが、「同一・共通ペース（時間）」に固執すべきで

はないということである。子どもたちが課題に挑戦するに必要とする学習時間は一人

ほとり違っているに違いないからである。

日本の伝統的なフォーマルな授業（一斉授業）は、教師の指示発言と発問と言われ

る発言によって、進行していく。前者は、たとえば、“では、はじめます。”“はい。

この問題、5 分でといてください。”“では、そこでやめてください。”といった指示発言である。これらの教師の指示は明らかに学習活動の時間を教師がコントロールして

いることを示すものである。

用具系教科のうち、例えば、数学における「できない」という状況はその課題に配

分された時間に大いに左右される。仮に、5 分で解くべき課題に対して、時間を倍の10 分にしてみると、「できる」状態の子どもが多いに増えるはずである。内容系教科、まして、「統合系学習」において、マイ・ペースで学習できるように仕組まれるなら

ば、学習の質は顕著に高くなるはずである。言い換えると、効率性を求められている

一斉授業の中で、子どもたちは常にせかされているといえる。

そのために、私たちは、学習に先立って、「学習ガイド」あるいは「学習の手引き」

と名付けた学習計画表を作成してきた。どの課題に何時間かけるのか、早くできたと

き、どうするのか、予定どおり進まないときとうするべきか、考えさせてきた。

（図１）「ウエビング図」の例を入れる

38

４－（３）子どもが自分の学習適性にあった「学習材」を使用し、また、課題解決に役立つ

「資料やデータ」を自から探し求め、活用する

個性化教育を目指す授業を創るための第３の方略は、子どもたちに学習課題に取り

組むのに役立つ、一人ひとりの学習適性に適合した学習材を与えることであり、また、

子どもたちに課題解決に役立つ資料やデータ（リソース）を自ら見つけださせ、活用

させるとするものである。

すなわち、個性化教育では、子どもたちは一人ひとり違った「学習適性」を持って

おり、また、課題解決に役立つ資料やデータ（リソース）を自ら見つけださせ、活用

させるべきである、と考える。このことは、子どもたちが共通の教材を用いて課題に

挑戦することを否定するものではないが、「同一・共通教材」に固執すべきではない

ということである。なぜなら、子どもたちの学習適性は一人ひとり違っているに違い

ないからである。また、高度情報化社会にあって、子どもたちは常に情報を吟味する

能力を育てるべきであるからである。

伝統的なフォーマルな授業では、教師が前もってその単元にふさわしい学習課題や

スケジュールを決めて、授業が始められる。また、当然のごとく、教師がその単元お

学習課題の解決に役立つと考える「教材」を準備し、授業が行われる。「教材」とは、

まさに、教師が「教える材」という意味である。子どもたちは、教師が最も適切であ

ると考え、準備した、同じテレビを全員で見て、また、同じ資料を読んで、話し合い

をしながら、学習解決をめざす。象徴的なことであるが、テレビは教室の前の方に全

員が見えるように、天井からぶら下げられている。

言い換えると、子どもたちは教師から「あてがわれた教材」を使って、課題解決に

臨んでいる。たしかに、効率的かつ典型的な課題解決力の育成を目指すことになるが、

しかし、この在り方は、教材が多様で勝つ豊かになった今日、また、情報が錯綜する

図（２）「学習ガイド」の例を入れる


39

高度情報社会と言われる時代の授業にふさわしくない。

私たちは、特に、内容系教科において、上に述べた「学習ガイド」とか、「学習の

手引き」と名付けた学習計画表に、その単元の課題解決に役立つと考えられる「学習

材」を示している。教科書、資料集、単行本などに印刷教材、スライド、テープ、ビ

デオなど視聴覚教材に加えて、ゲームなどの操作教材も示している。今日では、子ど

もたちが、PC による検索機能を生かして、自ら資料やデータを探し求めることをよ

り期待することができる。

４－（４）子どもが「ポートフォリオ」を用いて、学習活動を振り返り、「メタ認知」

力を養う

個性化教育を目指す授業を創るた�

(1A) - teec.nccu.edu.tw¯¦驗教育國際研討會 手冊 發布版.pdf · 論文發表(1a)：混齡教學的精神理念 鄭同僚 博士 混齡教學、自主學習與社會利他行為之研究

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(1A) - teec.nccu.edu.tw¯¦驗教育國際研討會手冊發布版.pdf · 論文發表(1a)：混齡教學的精神理念鄭同僚博士混齡教學、自主學習與社會利他行為之研究