高中教師於融合班數學課堂實施差異化教學之行動研究

 Teachers have to understand the salient features of the three pedagogical approaches of Direct Instruction, Enquiry Learning and Co-construction outlined below and

分類法，以此分類法評價高中數學教師的數學教學知識，探討其所展現的 SOTO 認知層次及其 發展的主要特徵。本研究採用質為主、量為輔的個案研究法，並參照自 Learning

(a) Classroom level focusing on students’ learning outcomes, in particular, information literacy (IL) and self-directed learning (SDL) as well as changes in teachers’

配合小學數學科課程的推行，與參與的學校 協作研究及發展 推動 STEM

Teaching study skills and strategies – to students with learning disabilities, attention deficit disorders, or special needs, 2 nd Ed. London: Allyn

Infusing higher-order thinking and learning to learn into content instruction: A case study of secondary computing studies in Scotland. Critical thinking: What it is and why

In order to achieve the learning objectives of the OLE – providing students with a broad and balanced curriculum with diverse learning experiences to foster whole-person development

1) The student is desperate for sympathy and concern. 2) The student is not interested in attending the lesson. Tell the students to rest and hold it until class ends.