概念的建構與教學

概念使我們能夠從一件事到另一件事中作概括（generalize）、擴展，進而帶出我們的理解（Dewey, 1933, p. 326）。

本期主編：單文經／中國文化大學師資培育中心教授

• 及早為幼兒搭建形成概念的鷹架：臺灣幼兒認知發展調查資料的解讀 Building the Scaffolding of Concepts Formation for Young Children Earlier: The Interpretation of National Longitudinal Study of Child Development and Care
• 概念的定義、形成與作用：Dewey的觀點 On the Definition, Formation and Functions of Concepts: Dewey’s Thoughts
• 概念為本的探究教學：由Bruner到Taba的觀點 Concept-based Inquiry Teaching: Bruner and Taba’s Thoughts
• 概念為本課程與教學的催化者：初探社會科教師的轉化經驗 Facilitator of Concept-based Curriculum and Instruction: A Preliminary Research on the Transformation Experience of Society Teachers
• 數學概念為本的小學探究課程與教學實施 The Practice of Concept-Based Mathematical Inquiry Curriculum and Instruction in Primary School
• 概念為本的科學探究教學 實踐：一位國中教師邁向 素養導向教學的第一哩路 Concept-based Scientific Inquiry Teaching Practice: The First Mile for a Junior High School Teacher to Move towards Competency-based Teaching
• 自決改變的行動者：初探聯合世界學院學生學習經驗 Formation of Heutagogical Agency: Exploring UWC Students’ Learning Experiences
• 臺灣應導入IB國際文憑課程成為融入全球文化的2030雙語國家（上） Taiwan Should Implement the IB Programme to Become a Bilingual Nation by 2030 and Culturally Integrate into the Global Community
• 學習扶助