學習差異的理解及處理:教師的視角

2011.第39卷第1–2期(Vol. 39 Nos. 1–2).pp. 67–94
 

學習差異的理解及處理:教師的視角

The Understanding of and Catering for Learning Difference and Diversity: Teachers’ Perspectives

韓孝述、李文浩、黃顯華(Hau-Sut HON, Man-Ho LI, & Hin-Wah WONG)

摘要

自20世紀70年代末起,香港逐步實施義務普及學校教育。隨着學位大量增加,學校教育無可避免要處理愈趨複雜的學習差異問題。香港教育界在學校、學科課程、課堂教學等不同層面,針對學習差異先後作出連串嘗試。教師是日常教學及各項處理策略的設計者和執行者,他們理解不同學習者的表現時採取哪種視角,將直接影響策略的實施及成效。本文是針對上述教師視角所作初步研究的報告,以10位來自5所香港中、小學的教師為訪談對象,嘗試從教師的表述中探取其對學習差異及學校相關處理策略的詮釋。研究結果肯定了「斷症者」及「協助者」兩種教師視角,並以教師效能感為有效預測教師視角的因素。這發現對於針對學習差異進行的教師專業發展有重要啟示。

關鍵詞:學習差異;教師視角;教師專業發展

Abstract

Since compulsory education was introduced in the late 1970s, the increasing number of eligible students has made learning difference and diversity an inevitable issue in Hong Kong’s schooling agenda. An abundance of effort has therefore been drawn to attempts of catering for learning difference and diversity on different levels (e.g., levels of school, curriculum, and classroom teaching). As teachers are both “writers” and “actors” of everyday teaching and catering strategies, their perspectives of understanding the issue shall affect the implementation and effectiveness of strategy. This article reports on a preliminary investigation into the abovementioned teachers’ perspectives by interviewing 10 teachers from 5 local primary and secondary schools. Findings confirmed and further substantiated the “pathognomonic” and “interventionist” perspectives of teachers in face of learning difference and diversity, with teacher’s efficacy as a reliable predictor. Implications on teacher professional development were also discussed.

Keywords: learning difference and diversity; teachers’ perspectives; teacher professional development