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篇名 |
以三師共學落實偏鄉教育實踐:以屏東大學偏鄉USR計畫為例
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並列篇名 | To Practice Rural Education by Teachers Co-learning: Using NPTU USR Rural Education Project as an Example |
作者 | 楊智穎 |
中文摘要 | 偏鄉教育問題是近年國內教育學術和實務探究的重點,而相關研究則顯示,教師是維繫偏鄉教育品質的重要因素,然教師卻也是長久以來偏鄉學校難以解決的問題。因此,本文擬以「教師」作為探究主軸,透過對研究者參與執行之偏鄉USR計畫進行探討,再經由理論與實踐的對話,藉以探討偏鄉教育實踐的相關問題。本研究共分成四部分,第一部分先針對教師與偏鄉教育的相關概念進行闡述,其次分析屏東大學偏鄉USR計畫的實施內容與過程,接著再針對重要議題進行探究,包括偏鄉師資培育和教師專業成長的模式、大學對於在地偏鄉學校問題的解決,及職前師資培育偏鄉課程與教學的樣貌等。最後,根據上述分析結果,提出結論及對未來偏鄉教育革新的建議。 |
英文摘要 | Rural education has been the main topic of the domestic educational research area these years. Related researches show that teacher is the unsolved problem as well as a key point to maintaining the rural education quality. This study aims to explore the relating issues about educational practices of rural areas by setting “teacher” as the axis, and illustrate the topic with the NPTU USR rural education project. This study can be categorized into four parts. First, exploring the concepts of rural teachers and rural education. Secondly, analyzing the contents and process of the NPTU USR rural education project. Thirdly, probing the vital issues, including rural teacher training and teaching profession development model, the solutions to rural education provided by universities, and orientation of the rural teachers training curriculum and teaching. Finally, based on the aforementioned , the study provide conclusions and suggestions about the rural education reform in the future. |
起訖頁 | 021-034 |
關鍵詞 | 三師共學、大學社會責任、偏鄉教育、three-teacher co-learning、university social responsibility、rural education |
刊名 | 教育研究月刊 |
期數 | 202202 (334期) |
出版單位 | 高等教育出版公司 |
DOI |
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