活化教學的策略與實踐：學科教學與學科學習知識的視角

Active Teaching Strategies and Practice: A Perspective of Pedagogical Content and Learning Content Knowledge

10.6384/CIQ.201901_22(1).0001

林進材(Chin-Tsai, Lin)

活化教學 ； 學科教學知識 ； 學科學習知識 ； activation teaching ； pedagogical content knowledge ； learning content knowledge

課程與教學

22卷1期（2019 / 01 / 01）

1 - 16

繁體中文

活化教學的主要目的，不在於徹底改變教師的教學思維，也不在於推翻教師原有的教學設計，而在透過教師教學心智生活的調整，教學構思的修正，以達到教學活化的目標。本文的主旨在於探討活化教學的策略與實踐，從學科教學與學科學習知識的視角，說明教師教學活動如何活化的問題，在內容方面包括活化教學的意涵與實踐、學科教學與學習知識的意涵與實踐、從學科教學與學科學習知識論述活化教學的實踐，進而提出活化教學的策略與實踐，作為教師教學活化與活化教學的處方性策略之用。

The main purpose of activating teaching has nothing to do with any change of the teacher's teaching. It neither tries to overturn his/her original teaching designs. On the contrary, it pursues the goal of achieving a teaching through the adjustment of the teacher's mental life as well as the revision of his/her teaching concepts to target the active teaching. This paper tries to explore the strategies and practices of active teaching from several perspectives, including subject teaching, subject knowledge, the process of activating the teacher's teaching activities. Some suggestions offered are the meaning and practice of activating teaching, the teaching courses, and related subject knowledge. Taking them and going further with higher volume of teaching practice, as well as putting forward with appropriate strategies, would likely help a teacher better keep in breath with possible changes of teaching activation in the future.

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