來不及改錯字 就有人寫了 改正 合科教學為跨科教學 http://translate.google.com.tw/translate?hl=zh-TW&sl=en&tl=zh-TW&u=http%3A%2F%2Fen.wikipedia.org%2Fwiki%2FInterdisciplinary_teaching&anno=2 既然我多寫了一欄 就貼點文 讓大家多了解 跨科際教學 Criticisms and Shortcomings of Interdisciplinary Teaching Methods In addition to issues of local control, truly integrated curricula may or may not prepare students for the high-stakes tests that have become a reality for most high schools around the world, depending on whether they cover the same material. 這兒提到真正整合的跨科際教學會有地方教育局課程規劃等等控制問題 還有不同學校的教材 和學生學習能力的差異 Finally, there is also concern that integrated teaching discounts the value of deep subject-specific knowledge, which is essential for specialization in areas such as medicine, law, and engineering (Gatewood, 1998). 重點來了,也就是一路我們的討論,學者認為跨科教學會淺化專業知識(跟我說的一樣),尤其是法律 醫學 和工程。注意這些學科大都需要扎實的專業基礎,而且偏重理工自然等 Thematic units can also fall short of teaching in-depth content to students. Often a theme, such as apples, is used to link unrelated subjects, with little deference to students' prior knowledge or interests. 主題式的跨科際教學無法幫助學生達到該課程內容必備的深度知識 This superficial coverage of a topic can give students the wrong idea about school, perhaps missing the idea of curriculum integration in the first place (Barton & Smith, 2000). Thematic units can contain pointless busywork and activities created solely to create a link to a theme; for example, the alphabetizing of state capitals in a social studies unit, attempting to integrate it with language arts (Brophy & Alleman, 1991). 膚淺的表面知識可能讓學生無法掌握課程的統整 主題式課程內容最後淪為沒有意義的繁瑣工作 例如在社會學科為了融合語言教學設計出用字母標記的各州州會都市 ----- www.nhu.edu.tw/~media/_periodical/0602/060204.pdf 這是國內學者的研究 ----- 另外學術名稱 跨科教學 應該為跨科際教學,跨領域教學其實只是不同的翻譯。(若我理解無誤) 跨科際教學的用意是用不同方法,檢視同一概念(www.nhu.edu.tw/~media/_periodical/0602/060204.pdf P96) 要做到此點,我認為應該是先將專業知識基礎打穩,才有足夠能力檢驗不同概念。 這也就是國外大學很注重通識教育的原因。管理學中的系統概念,其實就是生物學觀點。勞資概念來自社會學。激勵來自心理學。 (原作者於 2012-01-21 18:31:48 重新編輯過)