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67.關於「教師思考」(teacher thinking)的研究,下列哪些是研究者經常使用的研究方法呢?a.問卷調查法;b.放 聲思考法;c.刺激回憶法;d.教室日誌法。
(A) abc
(B) bcd
(C) acd
(D) abd

賴以淨 高三下 (2014/10/26)
教師思考 Teacher Thinking 林生傅 2000年12月 教育大辭書 名詞解釋:  教學的科學研究,初期的學者常循「歷程-結果模式」(process-product model),視教學的進行純為教師「教」的行為與學生「學」的行為的直接交互作用,教學的結果也由此種交互作用決定。後來,受到資訊處理理論及教室社會學的影響,開始注意到師生行為之間的中介歷程。教師思考與學生心路為構成此中介歷程的兩大要素。教師思考主要指教師在教學整個歷程中心智運作的過程。學者在教師思考方面的研究重點有三:(1)教.....看完整詳解
Amber Huang 大二上 (2015/01/14)



106考上新北市正式教師! 高三下 (2017/05/15)

(1)考表白法或有聲考法(thinking aloud);(2)刺激憶法(stimulated recall);(3)啟示策法(policy capturing);(4)教學法(journal keeping)。


429   ______, Allison answered the teacher’s question immediately.
(A)Without blinking
(B)Thinking it over
(C)Lacking in cleverness
(D)Outwitted by

林慎貴 高二上 (2016/12/26)

1289   The teacher always starts the day by ______ his mail.
(A)getting through
(B)thinking through
(C)making through
(D)going through

Hsu Baleng 高一下 (2013/01/06)
go through 歷經
Part V. Language Teaching Theory and Practice 36. A teacher presenting a bundle of sample sentences with the same structure and encouraging the students to form hypothesis on the target grammatical rule is utilizing the teaching technique of _____________.
(A) thinking aloud
(B) eclectic method
(C) holistic evaluation
(D) discovery learning

Dex Shih 高三上 (2012/07/25)
eclectic method: 折衷的辦法
Every day I arrive at school 45 minutes before my students. I check my e-mail and Facebook, peruse articles my friends have 3 
posted, read over teacher blogs, and skim the headlines of the New York Times. I repeat my digital routine during lunch, after school, 
and one more time at night before turning out the lights. Like most teachers in the Internet age, I confront a barrage of digital text, 
images, and sound bites daily. 
Navigating today’s world of abundant information and preparing for tomorrow’s requires literacy skills more complex than what 
previous generations possessed. As educators, we have an obligation to prepare our students for the onslaught of information that 
bombards them through their personal computer screens. 
In the past, one of the primary reasons children attended school was to gain access to information. Prior to the Internet, 
teachers—especially those in the content areas—had the specialized information and taught it, plain and simple. But those days are 
over. Today, the Internet gives children access to more information than they can handle. Accordingly, content-area teachers have 
new responsibilities. They must not just give students information but also, and more important, teach them how to sift through, 
evaluate, and manage that information. In other words, content-area teachers must become literacy educators. Literacy instruction 
can no longer be the exclusive domain of English language arts (ELA) teachers. All teachers must share in the task of teaching 
literacy, especially Internet literacy. At the same time, ELA teachers must be given equal time to renew their other traditional role: 
teaching literature. 
Literary reflection is perhaps more important in the Internet age than it has ever been. If we are to teach the whole child and 
prepare students to be engaged citizens and competent workers, then we must teach them to step back and ask tough questions 
about the information they sort through on a daily basis. Literature has always been a crucial tool that teachers can use to prompt 
students to ask questions that allow them to think independently, creatively, and more critically. Literature challenges students to see 
things from multiple perspectives or consider the ethical implications of people’s actions. 
Furthermore, reading fiction is different from reading nonfiction because reading fiction does not have a particular end in mind. 
When we read an online news article or a textbook, we look for specific information. But when we read a poem or a novel, we never 
know what we may discover. We read for pleasure, and if the reading is good, we walk away with a new perspective. In turn, 
engaging students in sustained literary reflection can prepare them to do more than just acquire information. It can train their minds 
to see different angles and consider how information can be used or misused to make a difference in the world. And in our world, 
thinking in such a way is desperately needed. 
Schools must prepare students to not only manage information but also engage with information from multiple perspectives and 
use information responsibly. Students need to practice reasoning to reach different conclusions and contemplating the consequences 
of various courses of action based on the information available. Literature has been one of the best tools to promote such critical 
thinking, and literary study should therefore remain an essential feature of a 21st century education. 
In my own experience as an educator, the positive effects of literary study were never so palpable as when I taught a unit titled 
Race Relations in the U.S. For the first week of the unit, I led the class in reading and discussing Toni Morrison’s short story 
“Recitatif.” The story features two female characters, one black and one white, but there is no clear indication which character is 
which race. As we read and discussed the story, students speculated about the characters’ respective races, and I challenged students 
to reflect on their assumptions about race and identity. As we debated the characters’ races, we also contemplated why the two 
protagonists interpreted their shared experiences in conflicting ways. Students wrote response papers in which they explained how 
two different characters could have the same experience but walk away with very different conclusions. 
Following our discussion of “Recitatif,” I guided students through an Internet scavenger hunt in which we searched for divergent 
opinion pieces on race-related issues. Students analyzed the opinion pieces to discern how opposing pundits could contradict one 
another using the same statistics. Having already had similar discussions as we read “Recitatif,” students were quick to point out that 
facts are not enough to make an argument. Arguments are made when information is arranged and presented from a particular 
Through the study of literature, my students practiced considering multiple perspectives and were thus prepared to understand 
and deconstruct the journalists’ arguments. Because literary reflection formed the basis of the unit, students developed the 
intellectual disposition to engage the nonfiction texts more critically and responsibly than they would have otherwise. 

【題組】39. According to the author, which of the following is expected of a 21st century education?
(A) ELA should be reduced to a skill-based discipline that supports other content areas.
(B) Literacy instruction must be integrated across the curriculum, and teaching literacy is the responsibility of all teachers.
(C) Content-area teachers should focus on teaching their respective subjects and the various modes of thinking unique to each subject. 4
(D) Each teacher must have the ability to sift through, evaluate and manage information so that they can make choices that are favorable for their students.


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