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- Title
學生有感的探究式校訂課程: 從和地方對話開啟的慢教學法實踐.
- Authors
林君憶; 陳怡潔
- Abstract
This article investigates how an elementary-school teacher guides students’ inquiry through small-group discussions and whole-class dialogues by depicting scenes of a school-developed inquiry curriculum. From the perspective of placed-based education and slow pedagogy, the authors explore the following questions in the second-grade neighborhood community and fourth-grade overfishing curriculum cases: In what context is knowledge produced? What is the nature of knowledge created? How do students start from curiosity to learning, leading to more curiosity, understanding, and engagement in what they care about? What teachable moments should teachers grasp, and what challenges do teachers face? This article recommends Carlsen & Clark’s (2022) pedagogical documentation to help teachers focus on how their students actively participate in the curriculum (including bringing in various ideas or conflicting opinions and making decisions). It also can help teachers practice their listening to students, engage in reflection, and make the next invitations. Additionally, designing the materials to slow down learning for exploration and conversation is the key to connecting students, the teacher, and the place to co-construct the meaning and joy of learning.
- Subjects
PLACE-based education; TEACHERS; DECISION making; LISTENING comprehension; OVERFISHING; LEARNING; JOY; SCHOOL children
- Publication
Journal of Education Research (1680-6360), 2023, Issue 354, p99
- ISSN
1680-6360
- Publication type
Article
- DOI
10.53106/168063602023100354006