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追尋教學的藝術

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圖 1   真實經驗的連續性光譜 資料來源:改編自Simpson等人(2005: 132)表10.1。  會出現哈欠連連、獨自神遊冥想或甚至不以為然的樣貌。  (三)經驗  這個經驗層次雖不像前兩者如此呆板,但由於教學是片斷、碎裂與鬆散的, 故學習是沒有體系的。它讓上學變成只是跟吃飯或睡覺一樣的平庸,雖有所得, 但下了課學生就可能記憶模糊,也無法具體完整地說出學習心得。  (四)一個完整經驗  它的經驗歷程有「連續性」與「互動性」,因此學生會露出微笑或同意(或 不同意)的表情,成為「永難忘懷的經驗」。例如,

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