師者的旅程—我為何而來?The travel of schoolmaster ─ Why I come here?
教育學的探討The inquire of Pedagogy
•為什麼我班上只有四個學生,我都沒辦法將他們”教會”,我只好到”教會”
蠻人與專家 Savage & savant
吳大猷講故事 ─
Out of sight . Out of mind電腦翻譯的結果 ─(不可見.呆子)
教育的本質The nature of education.
擁抱嶄新的教學思維不只是「願意」,而應該要是「渴求」,有著專注推動的熱情。學習的目的,並非「懂得」而是「懂得如何去做」
學習理論
• Vygotsky :強調學習者的社會互動及反思。
1.近端發展區(The zone of proximal
development.)
2. 鷹架理論(Scaffolding)
我是老師?Am I a teacher?
• It was my teaching that caused students to fail!
• 從“聖者的舞台”到“貼近的引導”。From
“sage on the stage” to “guide on the side”.---- Alison King,
《College Teaching》
《教學越界:教育即自由的實踐》Teaching to Transgress: Education as the Practice of Freedom
• 當教室是真正的交融時,其實他是動態的(dynamic),流動的(fluid),不斷改變的(changing) ─bell hooks (1994)
WISE學習策略
• The theory of web-based integration science environment, WISE (網路化科學整合環境的學習策略)
回到自轉性(rotation)的學習
• Self-apointed(自我任命)
• Self-adjustment(自我調適)
• Self-absorption (聚精會神/熱衷)
• Self-assurance(自我滿足/自信)
• Self-admiration(自我酬賞)
• Self-affirmation(自我肯定)
• Self-actualization(自我實現)
• Self-esteem(自我評價)