資優班跨校交流活動中師生平行學習的交響

Parallel Learning of Gifted Children and Teachers through Cross-schools Activities

陳偉仁(Wei-Ren Chen)；吳青陵(Ching-Ling Wu)；黃楷茹(Kai-Ju Huang)；呂金燮(Chin-Hsieh Lu)

跨校交流活動 ； 問題本位學習 ； 相互學習的社群 ； cross-schools activity ； problem-based learning ； mutual learning community

資優教育論壇

14卷（2016 / 03 / 01）

51 - 72

繁體中文

跨校性的交流活動，對資優兒童的學習及教師專業成長有深刻的意義。本文分享一個跨校性的資優教師成長團體，以問題本位學習(Problem-based Learning, PBL)為課程思維，共同討論並開發課程。團隊教師在各自的學校實踐課程，但師生間不同層次的校內外「交流」型態，創造了心智轉化的空間，也讓學習開展在多面向的互動裡。首先，我們描述團隊教師的課程合作促發了資優兒童的跨校交流活動;接著，彙整數年課程實踐中，跨校交流活動的型態，及其媒介的學習面向，並進一步以「運動」這個課程，深入的呈現交流活動是如何影響學習的縱深；同時，我們也分析規劃交流活動的課程慎思歷程時，所帶來的教師專業成長；最後，從「跨越」、「互動」、「轉化」這三個層次，再思交流活動對資優兒童學習的啟發。

The experience of cross-schools activities is meaningful for gifted children's learning and teachers' professional development. A cross-schools teacher team worked together and designed curricula for gifted children based on the philosophy of Problem-based Learning (PBL). The team teachers implemented curricula separately, while interaction of teachers and gifted children took place within/cross school s. In light of the concept of mutual learning communities, we first described how team teachers designed PBL curricula and then provided cross-schools activities collaboratively. Second, the types of cross-school activities were analyzed and presented. We took the ＂Sports＂ project as an example to reveal in what ways cross-schools activities mediated gifted children's learning. The team teachers' professional development by curriculum deliberation for cross-schools activities was also presented. Finally, we reflected the implementation of cross-schools activities in order to clarify their meaning for gifted children's learning.

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