從學科觀點探究建構教學理念於國小各科教學之應用(I)
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(3) An Exploratory Study of the Implementation of Constructivist Approach to the Teaching of Subject Matters in Elementary School: Perspectives from the Disciplines (I).
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(7) ! "#$%&'() *+,-(.. constructivist perspectives, they still need professional development programs to help building constructivist pedagogical content knowledge in their teaching practice. To overcome the contextual constrains in the practice of a constructivist approach, it is important to raise teachers’ consciousness of math curriculum and mathematics teaching..
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(18) Â$ Ø,ö ©®¯°±§« j²Â ÇÐ!", 3,179-208, ©®¨hi§« 87²Â$% < & J ÇÐy.TUI7Û, ,(in print), Confrey, J. (1990). What constructivism implies for teaching. In R. V. Davis, C. A. Maher, & N. Noddings (Eds.)., Constructivist view on the teaching and learning of mathematics. Reston, VA: NCTM. Etchberger, M.L. & Shaw, K.L. (1992). Teacher change as a progression of transitional images: A chronology of a developing constructivist teacher. School Science and Mathematics, 92(8), 411–417. Prawat, R. S.(1992). Teachers’ beliefs about teaching and learning: A constructivist perspective. American Journal of Education, May, 354 -395. von Glasersfeld, E. (1995). A constructivist approach to teaching. In L.P. Steffe & J. Gale (Eds.), Constructivism in Education (pp.3–15). Hillsdale, NJ: Lawrence Erlbaum Associates.. 4.
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