共同教學(xué)(co-teaching)在科學(xué)教學(xué)及研究上

1、共同教學(xué)（co-teaching）在科學(xué)教學(xué)及研究上的意義及運(yùn)作熊召弟教授國(guó)立臺(tái)北教育大學(xué)自然科學(xué)教育學(xué)系 .共同教學(xué)（co-teaching）定義及範(fàn)圍共同教學(xué)？團(tuán)隊(duì)教學(xué)？協(xié)作教學(xué)？合作教學(xué)highly qualified to co-teach secondary strategies for effective collaborative partnerships 提出Friends models of co-teaching （共同教學(xué)的友誼模式）如下： 1.一位教學(xué)，一位擔(dān)任助理（one teach, one assist/drift）由一位主導(dǎo)教學(xué)，另一位可以協(xié)助教室的管理以及瞭解

2、幫助學(xué)生個(gè)別學(xué)習(xí)。這是最簡(jiǎn)單的方式不需要兩位教師太多時(shí)間花費(fèi)在計(jì)畫及聯(lián)繫。這樣的角色，為了促進(jìn)教師教學(xué)專業(yè)發(fā)展，應(yīng)該要輪換。2.跑站式教學(xué)（station teaching）將教學(xué)素材分成兩部分，每位教師負(fù)責(zé)一部分。例如：針對(duì)戶外教學(xué)（遠(yuǎn)望坑溪）或?qū)嶒?yàn)操作等，學(xué)生人數(shù)太多，可能影響學(xué)習(xí)的變通策略。3.平行式教學(xué) ( parallel teaching) 我的設(shè)計(jì)是四位實(shí)習(xí)學(xué)生共同設(shè)計(jì)教學(xué)（如光合作用），兩人一組一個(gè)班級(jí)（2小時(shí)課），另外兩人協(xié)助攝影及評(píng)鑑，接著輪到另一個(gè)班級(jí)教學(xué)，都教相同內(nèi)容， 有不同教學(xué)呈現(xiàn)方式，教材教法課時(shí)，拿出來討論。（可以發(fā)現(xiàn)不同可學(xué)的地方）4.變通式教學(xué) (alter

3、native teaching) 依照學(xué)生需求不同的教學(xué)，如：由實(shí)習(xí)學(xué)生擔(dān)任課後輔導(dǎo)或協(xié)助其他競(jìng)賽。5.團(tuán)隊(duì)教學(xué)(Team teaching) 舉例：實(shí)踐國(guó)小的專業(yè)成長(zhǎng)團(tuán)體（需要領(lǐng)導(dǎo)者，高度合作及信任關(guān)係）.個(gè)人在科學(xué)教學(xué)上有關(guān)共同教學(xué)的案例 1.研究所的教學(xué) （數(shù)學(xué)及科學(xué)教育書報(bào)討論） 2.大學(xué)部教材教法 (1) 小學(xué)自然領(lǐng)域?qū)＜遥ㄍ诵荩┙處?(2) 不同領(lǐng)域大學(xué)同事的合作.個(gè)人在師資培育研究上有關(guān)合作教學(xué)的案例1.師院生以合作教學(xué)方式在中學(xué)或小學(xué)試教（協(xié)作式） 2.實(shí)習(xí)學(xué)生在小學(xué)自然與生活科技實(shí)習(xí)輔導(dǎo)的專業(yè)成長(zhǎng)（齒輪）式 .合作教學(xué)20大問 (引自Dr. Kenneth Tobin)1.

4、what is coteaching and when did you first begin to use it in your teacher education programs?2. How did you get started with coteaching?3. How did you change the next round of coteaching?4. What were the main outcomes from the use of coteaching?5. Are there obvious problems that arise?6. How can cot

5、eaching occur in small groups?7. How is coteaching use in one-on-one settings?8. Is there any advantage of students also becoming coteachers in a class?9. How is coteaching different from team teaching?10. How can you justify learning to teach by coteaching? When teachers get hired they will not hav

6、e a coteacher. 11. Is it accurate to think of coteaching as an expert-novice model or master-apprentice?12. What are some of the ways teachers can complement one another during coteaching?13. What are the most serious problems you have had to address in coteaching?14. You mention coteaching with two

7、 and three teachers. Is this the optimal size or can there by more coteachers?15. How might coteaching work in a school situation for in house professional development?16. How do you handle the logistics of coteaching during a lesson?17. Do you think coteaching can fit into mentoring programs?18. Is coteaching just another example of one-size-fits-all solutions in teacher education?19. When you state that coteaching improves the quality of teaching how are you thinking theoretically about teaching?20. Is coteaching only suitable for Weste