Barak, M., Pearlman-Avnion, S. & Glanz, J.: 1997, ‘Using Developmental Supervision to
Improve Science and Technology Instruction in Israel’, Journal of Curriculum and
Supervision 12(4), 367–382.
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Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term. Case Studies; Electronics; Foreign Countries; Instructional Improvement; Mechanics (Physics); Models; Physics; Professional Development; Science Instruction; Secondary Education; Supervision; Teaching Experience
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Abstract:
A brief narrative description of the journal article, document, or resource. Discusses an Israeli study examining the professional development of physics, electronics, and mechanics teachers. Examines whether an externally developed school improvement model could customize the supervision process to each school system and academic discipline's needs. Carl Glickman's developmental supervision model succeeds in identifying each teacher's starting point, tracing the supervision process, and describing outcomes. (30 references) (MLH)
簡要敘述說明該雜誌的文章，文件，或資源。
討論了一個以色列研究的專業發展研究物理，電子和機械教師。
檢查是否外部開發學校改善模型可以自定義的監督程序，以每所學校的制度和學科的需要。
卡爾格利克曼的監管模式取得成功的發展在確定每個教師的出發點，跟踪監督的過程，描述結果。 （參考文獻 30篇）（雜木）
2010年4月20日 星期二
2010年4月19日 星期一
Hot-Air Balloons: Project-Centered Study as a Bridge between Science and Technology Education.論文評析
Barak, M. & Raz, E.: 1998, ‘Hot Air Balloons: Project Centered Study as a Bridge between
Science and Technology Education’, Science Education 84, 27–42.
作者:Barak, Moshe
Raz, Eli
資料來源:Science Education; Jan2000, Vol. 84 Issue 1, p27, 16p, 3 Diagrams, 3 Charts
文件類型:Article
主題術語:*SCIENCE -- Study & teaching (Higher)
*TECHNOLOGY
*HOT air balloons
*EDUCATION, Higher
地理詞彙:ISRAEL
摘要:
Presents a project-based study on hot-air balloons to impart both scientific and technological principles to junior high school students in Israel.
Relationship between science education and technology education; Exposure of students to scientific inquiry and the design process in technology; Achievement of true cooperation between teachers with differing specialties.
提出了一種基於項目的研究熱氣球既傳授科學和技術原則，以初中學生在以色列。
科學教育的關係和技術教育;暴露學生科學探究和設計過程中的技術，成就真正的教師之間的合作具有不同的特色。
Science and Technology Education’, Science Education 84, 27–42.
作者:Barak, Moshe
Raz, Eli
資料來源:Science Education; Jan2000, Vol. 84 Issue 1, p27, 16p, 3 Diagrams, 3 Charts
文件類型:Article
主題術語:*SCIENCE -- Study & teaching (Higher)
*TECHNOLOGY
*HOT air balloons
*EDUCATION, Higher
地理詞彙:ISRAEL
摘要:
Presents a project-based study on hot-air balloons to impart both scientific and technological principles to junior high school students in Israel.
Relationship between science education and technology education; Exposure of students to scientific inquiry and the design process in technology; Achievement of true cooperation between teachers with differing specialties.
提出了一種基於項目的研究熱氣球既傳授科學和技術原則，以初中學生在以色列。
科學教育的關係和技術教育;暴露學生科學探究和設計過程中的技術，成就真正的教師之間的合作具有不同的特色。
2010年4月18日 星期日
The unschooled mind : how children think and how schools should teach
書名 (1-2 之 2)
The unschooled mind : how children think and how schools should teach
1 預約 超越教化的心靈 : 追求理解的認知發展
賈德諾 (Gardner, Howard) 著
台北市 : 遠流, 1995[民84]
1995
館藏地 索書號 條碼 處理狀態
總館4F教資室 371.13 051-440 1996年3刷 BM0132255 到期 05-31-10
總館4F教資室 371.13 051-440 1996年3刷 BM0132256 可外借 跨校區借書
這書目還有其他複本/卷期
2 預約 The unschooled mind : how children think and how schools should teach
Gardner, Howard
New York : BasicBooks, c1991
c1991
館藏地 索書號 條碼 處理狀態
公館分館 370.152 G173 B20259933 到期 05-13-10
英語系 370.152 G173 B20247802 可外借
這書目還有其他複本/卷期
The unschooled mind : how children think and how schools should teach
1 預約 超越教化的心靈 : 追求理解的認知發展
賈德諾 (Gardner, Howard) 著
台北市 : 遠流, 1995[民84]
1995
館藏地 索書號 條碼 處理狀態
總館4F教資室 371.13 051-440 1996年3刷 BM0132255 到期 05-31-10
總館4F教資室 371.13 051-440 1996年3刷 BM0132256 可外借 跨校區借書
這書目還有其他複本/卷期
2 預約 The unschooled mind : how children think and how schools should teach
Gardner, Howard
New York : BasicBooks, c1991
c1991
館藏地 索書號 條碼 處理狀態
公館分館 370.152 G173 B20259933 到期 05-13-10
英語系 370.152 G173 B20247802 可外借
這書目還有其他複本/卷期
2010年4月17日 星期六
「新世紀優質學習的經營」研討會論文集
館藏地 總館
作者 國立臺南師範學院. 測驗發展中心 編輯
新世紀優質學習的經營研討會 (2000 : 臺南師院)
書名 「新世紀優質學習的經營」研討會論文集 / 國立臺南師範學院測驗發展中心編輯.
出版項 臺北市 : 教育部, 2000[民89]
版本項 初版.
評等
館藏地 索書號 條碼 處理狀態
總館4F教資室 370.7 576.1 BM0231805 可外借
稽核項 343面 : 圖, 表格 ; 22公分.
叢書名 發展小班教學精神宣導專書 ; 5
附註 含參考書目
主題 小學教育 -- 教學法 -- 論文,講詞等.
其他書名 新世紀優質學習的經營研討會論文集
國際標準號碼 9570256893 (平裝)
作者 國立臺南師範學院. 測驗發展中心 編輯
新世紀優質學習的經營研討會 (2000 : 臺南師院)
書名 「新世紀優質學習的經營」研討會論文集 / 國立臺南師範學院測驗發展中心編輯.
出版項 臺北市 : 教育部, 2000[民89]
版本項 初版.
評等
館藏地 索書號 條碼 處理狀態
總館4F教資室 370.7 576.1 BM0231805 可外借
稽核項 343面 : 圖, 表格 ; 22公分.
叢書名 發展小班教學精神宣導專書 ; 5
附註 含參考書目
主題 小學教育 -- 教學法 -- 論文,講詞等.
其他書名 新世紀優質學習的經營研討會論文集
國際標準號碼 9570256893 (平裝)
2010年4月16日 星期五
「Project-Based Science: Reflections of a Middle School Teacher」論文評析
Abstract
This article describes my experiences using the project-based science approach with 2 groups of seventh-grade students. I explain why I joined 10 veteran teachers and a group of university researchers in an effort to enhance the teaching of science. After identifying the key features of project-based science and describing the content and activities of the 2 project-based science units I taught, I discuss challenges I faced in implementing this approach. Time management presented the greatest difficulty. This included constraints imposed by district curriculum requirements, class period length, planning preparations, technology and telecommunication problems, and unit deadlines. Student collaboration and team cohesiveness also posed problems. I analyze how successfully the implementation of the units exemplified the project-based model. In the final sections I compare the strengths and weaknesses of my project-based and traditional science instruction. I decide that the "dividends" of project-based science are worth the energy and time "investment." However, I believe my students would benefit most from a project-based science approach if it were integrated into a school year punctuated by units of varying length, intensity, and learning styles. After acknowledging the new dimensions of student achievement stimulated by project-based science, I conclude that I could not be satisfied returning to a traditional approach to science teaching.
本文介紹了我的經驗，使用項目為基礎的科學方法與 2組的7年級學生。
我解釋為什麼我加入了10個一組的老教師和大學的研究，努力提高教學的科學。
在確定項目的主要特點為基礎的科學和描述的內容和活動的2項目為基礎的科學單位我教，我將討論我所面臨的挑戰在執行本辦法。
時間管理提出了最大的困難。
這包括由區課程實施的限制規定，上課時間的長度，規劃準備工作，技術和電信的問題，本單位的最後期限。
學生的協作和團隊凝聚力也提出問題。
我分析如何成功的實施，體現了項目單位為基礎的模式。
在最後的部分我比較的優勢和弱點我的項目為基礎的傳統科學教學。
我決定，“紅利”項目為基礎的科學是值得的精力和時間“投資”。
但是，我相信我的學生將受惠最多的項目為基礎的科學方法，如果它被納入一學年留下了單位的不同長度，強度，以及學習方式。
經過確認的新層面的學生成績刺激項目為基礎的科學，我認為我不能滿足恢復到傳統的科學教學方法。
This article describes my experiences using the project-based science approach with 2 groups of seventh-grade students. I explain why I joined 10 veteran teachers and a group of university researchers in an effort to enhance the teaching of science. After identifying the key features of project-based science and describing the content and activities of the 2 project-based science units I taught, I discuss challenges I faced in implementing this approach. Time management presented the greatest difficulty. This included constraints imposed by district curriculum requirements, class period length, planning preparations, technology and telecommunication problems, and unit deadlines. Student collaboration and team cohesiveness also posed problems. I analyze how successfully the implementation of the units exemplified the project-based model. In the final sections I compare the strengths and weaknesses of my project-based and traditional science instruction. I decide that the "dividends" of project-based science are worth the energy and time "investment." However, I believe my students would benefit most from a project-based science approach if it were integrated into a school year punctuated by units of varying length, intensity, and learning styles. After acknowledging the new dimensions of student achievement stimulated by project-based science, I conclude that I could not be satisfied returning to a traditional approach to science teaching.
本文介紹了我的經驗，使用項目為基礎的科學方法與 2組的7年級學生。
我解釋為什麼我加入了10個一組的老教師和大學的研究，努力提高教學的科學。
在確定項目的主要特點為基礎的科學和描述的內容和活動的2項目為基礎的科學單位我教，我將討論我所面臨的挑戰在執行本辦法。
時間管理提出了最大的困難。
這包括由區課程實施的限制規定，上課時間的長度，規劃準備工作，技術和電信的問題，本單位的最後期限。
學生的協作和團隊凝聚力也提出問題。
我分析如何成功的實施，體現了項目單位為基礎的模式。
在最後的部分我比較的優勢和弱點我的項目為基礎的傳統科學教學。
我決定，“紅利”項目為基礎的科學是值得的精力和時間“投資”。
但是，我相信我的學生將受惠最多的項目為基礎的科學方法，如果它被納入一學年留下了單位的不同長度，強度，以及學習方式。
經過確認的新層面的學生成績刺激項目為基礎的科學，我認為我不能滿足恢復到傳統的科學教學方法。
2010年4月15日 星期四
「Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning」論文評析
Abstract
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.
基於項目的學習是一個全面的方法在課堂教學和學習，旨在讓學生在真實的問題進行調查。
在本文中，我們提出一個論點為什麼項目有可能幫助人們學習，說明各種因素影響的項目設計，動力和思想;檢查困難的學生和老師可能遇到的項目;並說明如何利用技術支持學生和教師因為他們的工作項目，使動力和思想得以持續。
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.
基於項目的學習是一個全面的方法在課堂教學和學習，旨在讓學生在真實的問題進行調查。
在本文中，我們提出一個論點為什麼項目有可能幫助人們學習，說明各種因素影響的項目設計，動力和思想;檢查困難的學生和老師可能遇到的項目;並說明如何利用技術支持學生和教師因為他們的工作項目，使動力和思想得以持續。
「The Project Method」論文評析
The Project Method
by William H. Kilpatrick ?1918
The word 'project' is perhaps the latest arrival to knock for admittance at the door of educational terminology. Shall we admit the stranger? Not wisely until two preliminary questions have first been answered in the affirmative: First, is there behind the proposed term and waiting even now to be christened a valid notion or concept which promises to render appreciable service in educational thinking? Second, if we grant the foregoing, does the term 'project' fitly designate the waiting concept? Because the question as to the concept and its worth is so much more significant than any matter of mere names, this discussion will deal almost exclusively with the first of the two inquiries. It is indeed entirely possible that some other term, as 'purposeful act', for example, would call attention to a more important element in the concept, and, if so, might prove superior as a term to the word 'project'. At the outset it is probably wise to caution the reader against expecting any great amount of novelty in the idea here presented. The metaphor of christening is not to be taken too seriously; the concept to be considered is not in fact newly born. Not a few readers will be disappointed that after all so little new is presented.
這個詞'項目'，也許是最後一個登場的准入敲在門口的教育術語。
我們應當承認的陌生人？
不是明智的，直到2初步問題最先回答是肯定的：
首先，是有任期的建議背後，等待甚至現在是一個有效的命名的概念或概念，它承諾提供可觀的服務教育思想？
第二，如果我們給予上述情況，還有，'項目'fitly指定等待的概念？
因為質詢的概念，其價值更重要的是這麼多的問題比任何單純的名字，這次討論會處理幾乎完全與第一期的2查詢。這實在是完全可能的，其他一些術語，如'有目的的行為'，例如，將引起人們注意更重要的元素的概念，以及，如果有的話，可能被證明優於作為一個名詞的詞'項目'。
在開始的時候可能是明智的告誡讀者，不要寄望有大量的新奇想法在這裡提出。
這個比喻的洗禮是不能太認真對待，要考慮的概念其實並不新生。
不少讀者會感到失望，畢竟這麼少，提出了新的。
by William H. Kilpatrick ?1918
The word 'project' is perhaps the latest arrival to knock for admittance at the door of educational terminology. Shall we admit the stranger? Not wisely until two preliminary questions have first been answered in the affirmative: First, is there behind the proposed term and waiting even now to be christened a valid notion or concept which promises to render appreciable service in educational thinking? Second, if we grant the foregoing, does the term 'project' fitly designate the waiting concept? Because the question as to the concept and its worth is so much more significant than any matter of mere names, this discussion will deal almost exclusively with the first of the two inquiries. It is indeed entirely possible that some other term, as 'purposeful act', for example, would call attention to a more important element in the concept, and, if so, might prove superior as a term to the word 'project'. At the outset it is probably wise to caution the reader against expecting any great amount of novelty in the idea here presented. The metaphor of christening is not to be taken too seriously; the concept to be considered is not in fact newly born. Not a few readers will be disappointed that after all so little new is presented.
這個詞'項目'，也許是最後一個登場的准入敲在門口的教育術語。
我們應當承認的陌生人？
不是明智的，直到2初步問題最先回答是肯定的：
首先，是有任期的建議背後，等待甚至現在是一個有效的命名的概念或概念，它承諾提供可觀的服務教育思想？
第二，如果我們給予上述情況，還有，'項目'fitly指定等待的概念？
因為質詢的概念，其價值更重要的是這麼多的問題比任何單純的名字，這次討論會處理幾乎完全與第一期的2查詢。這實在是完全可能的，其他一些術語，如'有目的的行為'，例如，將引起人們注意更重要的元素的概念，以及，如果有的話，可能被證明優於作為一個名詞的詞'項目'。
在開始的時候可能是明智的告誡讀者，不要寄望有大量的新奇想法在這裡提出。
這個比喻的洗禮是不能太認真對待，要考慮的概念其實並不新生。
不少讀者會感到失望，畢竟這麼少，提出了新的。
「A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction」論文評析
A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction, by Joseph S. Krajcik, Phyllis C. Blumenfeld, Ronald W. Marx and Elliot Soloway © 1994 The University of Chicago Press.
Abstract
We describe our collaborative work on project-based instruction with middle school teachers. Grounded in constructivist theory, project-based instruction affords many possibilities for transforming classrooms into active learning environments. To make the theory concrete and accessible to teachers, we delineate features. Students' investigations are organized around a driving question, which is authentic and encompasses substantial content. In attempts to find answers to the questions, students collaborate with each other, develop artifacts, and use technological tools. Because project-based instruction entails considerable changes in classroom practices, we detail associated challenges in enactment. Derived from the teacher development literature, our model for supporting teachers focuses on a dynamic interplay of collaboration, enactment, and reflection. Teachers collaborate with peers, university personnel, and experts in content and technology to discuss information and ideas. They plan and enact projects, reflect on their experiences, and return to the group to share experiences and strategies for meeting difficulties, as well as for supporting each other. Through cycles of collaboration, enactment, and reflection, teachers and university personnel gain new visions of instruction, develop rich conceptions of the features and associated challenges of project-based instruction, and learn strategies for enacting practices that are congruent with theory.
我們描述我們的協作工作，基於項目的教學與中學教師。
立足於建構主義理論，基於項目的教學 affords很多可能性轉化為主動學習的教室環境。
為了使理論具體和訪問教師，我們劃定的功能。
學生的調查是圍繞駕駛問題，這是真實的，並包含大量的內容。
在試圖尋找答案的問題，學生相互合作，開發文物，並使用技術工具。
由於項目為基礎的教學需要相當大的變化，課堂教學，我們在制定詳細的相關的挑戰。
來自教師發展文學，我們的模型支持教師的工作重點是動態的相互協作，制定和反思。
教師協作與同齡人，大學人才，技術專家，在內容和討論信息和想法。
他們計劃和制定項目，反映他們的經驗，並返回該小組分享經驗和戰略會議的困難，並為相互支持。
通過週期的合作，制定和反思，教師和大學人員獲得新的教學視野，豐富發展觀念的特點和面臨的挑戰基於項目的教學，學習策略的制定做法是一致的理論。
Abstract
We describe our collaborative work on project-based instruction with middle school teachers. Grounded in constructivist theory, project-based instruction affords many possibilities for transforming classrooms into active learning environments. To make the theory concrete and accessible to teachers, we delineate features. Students' investigations are organized around a driving question, which is authentic and encompasses substantial content. In attempts to find answers to the questions, students collaborate with each other, develop artifacts, and use technological tools. Because project-based instruction entails considerable changes in classroom practices, we detail associated challenges in enactment. Derived from the teacher development literature, our model for supporting teachers focuses on a dynamic interplay of collaboration, enactment, and reflection. Teachers collaborate with peers, university personnel, and experts in content and technology to discuss information and ideas. They plan and enact projects, reflect on their experiences, and return to the group to share experiences and strategies for meeting difficulties, as well as for supporting each other. Through cycles of collaboration, enactment, and reflection, teachers and university personnel gain new visions of instruction, develop rich conceptions of the features and associated challenges of project-based instruction, and learn strategies for enacting practices that are congruent with theory.
我們描述我們的協作工作，基於項目的教學與中學教師。
立足於建構主義理論，基於項目的教學 affords很多可能性轉化為主動學習的教室環境。
為了使理論具體和訪問教師，我們劃定的功能。
學生的調查是圍繞駕駛問題，這是真實的，並包含大量的內容。
在試圖尋找答案的問題，學生相互合作，開發文物，並使用技術工具。
由於項目為基礎的教學需要相當大的變化，課堂教學，我們在制定詳細的相關的挑戰。
來自教師發展文學，我們的模型支持教師的工作重點是動態的相互協作，制定和反思。
教師協作與同齡人，大學人才，技術專家，在內容和討論信息和想法。
他們計劃和制定項目，反映他們的經驗，並返回該小組分享經驗和戰略會議的困難，並為相互支持。
通過週期的合作，制定和反思，教師和大學人員獲得新的教學視野，豐富發展觀念的特點和面臨的挑戰基於項目的教學，學習策略的制定做法是一致的理論。
2010年4月14日 星期三
另類的統整主題教學 :專題學習
資料編號 893815
篇名 另類的統整主題教學 :專題學習
作者 鄒慧英
來源 國教之友 (http://www.ntntc.edu.tw/~gac500/book/book.htm)
卷期版次 52卷2期
頁次 3-11
出版日期 8912
關鍵詞 主題教學 ; 統整教學 ; 專題學習 ; 學習模式
中文摘要 專題學習(Project-Based Learning)是一種融合多種學科領域,以學生為中心的學習模式,其與主題式教學的區別在於,主題式教學以一個中心主題(central topic/theme)為學習核心,專題學習卻是以一個驅動問題(driving question)為學習核心的學習模式。闡述專題學習的理論基礎與特色,介紹不同學者對專題學習的設計模式,包括:Thomas等人的六階段專題學習規劃、Moursund的專題學習課程二階段發展、Krajcik等人的專題課程設計、 Vanderbilt University的專題設計原則。評量在專題學習扮演極重要的角色,說明專題學習的評量角色與功能。
篇名 另類的統整主題教學 :專題學習
作者 鄒慧英
來源 國教之友 (http://www.ntntc.edu.tw/~gac500/book/book.htm)
卷期版次 52卷2期
頁次 3-11
出版日期 8912
關鍵詞 主題教學 ; 統整教學 ; 專題學習 ; 學習模式
中文摘要 專題學習(Project-Based Learning)是一種融合多種學科領域,以學生為中心的學習模式,其與主題式教學的區別在於,主題式教學以一個中心主題(central topic/theme)為學習核心,專題學習卻是以一個驅動問題(driving question)為學習核心的學習模式。闡述專題學習的理論基礎與特色,介紹不同學者對專題學習的設計模式,包括:Thomas等人的六階段專題學習規劃、Moursund的專題學習課程二階段發展、Krajcik等人的專題課程設計、 Vanderbilt University的專題設計原則。評量在專題學習扮演極重要的角色,說明專題學習的評量角色與功能。
課程、教學、評量三位一體的專題學習
篇 名 課程、教學、評量三位一體的專題學習
並列篇名 Intergrated Curriculum, Instruction, Assessment Three in One-Project-Based Learning
作 者 鄒慧英
發表期刊 臺南師院學報
出版年份 2001 年
卷 期 34 期
頁 次 p.155~194
關鍵字 project-based learning ; educational assessment ; integrated curriculum
語言別 中文
中文摘要 這波九年一貫課程改革的浪潮裡，明裡是藉由課程的改革滿足社會對教育改革的殷切期盼，實則帶動教學與評量的同步改革，進而對教育產生全面性的質變與量變，課程、教學、評量三者實是相互牽動，合為一體的。如此－來，實務工作者不禁要問：有何教學方式可以協助教師落實九年一貫課程，又能兼顧評量上的需求？在諸多可行選項裡，筆者以為專題學習（project-based learning）不失為－優良選擇，因為專題學習不僅在概念上與這波課程改革理念相謀合，更是一種集課程、教學、評量三者於一身的學習活動模式。因此，本文擬先說明九年一貫課程的實施原則─「課程統整」的理念與模式，再提出能從課程、教學、與評量三方面落實課程統整的具體教學方案─專題學習，最後述及專題學習的評量設計。盼此論述結果，能為即將上路的九年一貫課程和國小現場教師提供一線曙光，以具體可行的建議，進而產生實質上的助益。
孩子們的學習需要動機，優質的教學更需要老師的熱情參與。本文嘗試以專題學習方式做為經營九年－貫課程的一個範例，寄盼集課程、教學、評量於－身的專題學習，能早日實現二十一世紀的教育願景─全人教育、溫馨校園、與終身學習。
英文摘要 Over the past decade, the 9-year joint curricula plan for elementary and junior high schools is the most important educational revolution in Taiwan. The movement of educational reform shows a fact that we are facing a period of disturbance in education. Meanwhile, we have the opportunity to participate the plan of education reconstruction.
Externally, the 9-year joint curricula plan only restricts in curriculum area. However, its deep inside extends to instruction and assessment dimensions. On the surface, the curricular reform meets the expectation of the society toward educational revolution. Actually, the 9-year joint curricula plan activates the reform of instruction and assessment simultaneously, and then an overall changes either in qualitative or quantitative dimension. Given the Guidelines for a 9-year joint curricula plan, it's easy to see through that the foci of this reform are the emphasis of integrated knowledge, the learning and application of basic competency, and the activity- and conception-based curricular design, especial in science education.
In order to achieve the goals of 9-year joint curricula plan, the author believes that project-based learning is an excellent choice among many possible alternatives. Not only the idea of project-based learning matches the thoughts of the curricular reform, but also it is a three-in-one of curriculum, instruction, and assessment. The project-based learning applies driving questions to encourage children's interest and motivation, thus learn actively. Through the project-based learning activities, the more importance is that children learn a lot of scientific inquiry skills and plentiful science information. In other words, it is a teaching-learning model which matches the goals of 9-year joint curricula plan in science field.
Through the project-based learning, it will integrate instruction and assessment in classrooms, to raise the pedagogical quality of teachers, to foster students' inquiry ability and active learning. The students can apply what they have learned from PBL to daily lives, and know how to communicate with people effectively, to cooperate with others, to think independently, and to solve problems. The project-based learning can stimulate even children's potential creativity. These are the author's expectations to propose this instructional-leaning model.
並列篇名 Intergrated Curriculum, Instruction, Assessment Three in One-Project-Based Learning
作 者 鄒慧英
發表期刊 臺南師院學報
出版年份 2001 年
卷 期 34 期
頁 次 p.155~194
關鍵字 project-based learning ; educational assessment ; integrated curriculum
語言別 中文
中文摘要 這波九年一貫課程改革的浪潮裡，明裡是藉由課程的改革滿足社會對教育改革的殷切期盼，實則帶動教學與評量的同步改革，進而對教育產生全面性的質變與量變，課程、教學、評量三者實是相互牽動，合為一體的。如此－來，實務工作者不禁要問：有何教學方式可以協助教師落實九年一貫課程，又能兼顧評量上的需求？在諸多可行選項裡，筆者以為專題學習（project-based learning）不失為－優良選擇，因為專題學習不僅在概念上與這波課程改革理念相謀合，更是一種集課程、教學、評量三者於一身的學習活動模式。因此，本文擬先說明九年一貫課程的實施原則─「課程統整」的理念與模式，再提出能從課程、教學、與評量三方面落實課程統整的具體教學方案─專題學習，最後述及專題學習的評量設計。盼此論述結果，能為即將上路的九年一貫課程和國小現場教師提供一線曙光，以具體可行的建議，進而產生實質上的助益。
孩子們的學習需要動機，優質的教學更需要老師的熱情參與。本文嘗試以專題學習方式做為經營九年－貫課程的一個範例，寄盼集課程、教學、評量於－身的專題學習，能早日實現二十一世紀的教育願景─全人教育、溫馨校園、與終身學習。
英文摘要 Over the past decade, the 9-year joint curricula plan for elementary and junior high schools is the most important educational revolution in Taiwan. The movement of educational reform shows a fact that we are facing a period of disturbance in education. Meanwhile, we have the opportunity to participate the plan of education reconstruction.
Externally, the 9-year joint curricula plan only restricts in curriculum area. However, its deep inside extends to instruction and assessment dimensions. On the surface, the curricular reform meets the expectation of the society toward educational revolution. Actually, the 9-year joint curricula plan activates the reform of instruction and assessment simultaneously, and then an overall changes either in qualitative or quantitative dimension. Given the Guidelines for a 9-year joint curricula plan, it's easy to see through that the foci of this reform are the emphasis of integrated knowledge, the learning and application of basic competency, and the activity- and conception-based curricular design, especial in science education.
In order to achieve the goals of 9-year joint curricula plan, the author believes that project-based learning is an excellent choice among many possible alternatives. Not only the idea of project-based learning matches the thoughts of the curricular reform, but also it is a three-in-one of curriculum, instruction, and assessment. The project-based learning applies driving questions to encourage children's interest and motivation, thus learn actively. Through the project-based learning activities, the more importance is that children learn a lot of scientific inquiry skills and plentiful science information. In other words, it is a teaching-learning model which matches the goals of 9-year joint curricula plan in science field.
Through the project-based learning, it will integrate instruction and assessment in classrooms, to raise the pedagogical quality of teachers, to foster students' inquiry ability and active learning. The students can apply what they have learned from PBL to daily lives, and know how to communicate with people effectively, to cooperate with others, to think independently, and to solve problems. The project-based learning can stimulate even children's potential creativity. These are the author's expectations to propose this instructional-leaning model.
2010年4月12日 星期一
Handbook of mental health and aging
Handbook of mental health and aging / editors, James E. Birren, R. Bruce Sloane, Gene D. Cohen ; associate editors, Nancy R. Hooyman, Barry D. Lebowitz, May Wykle
1 預約 Handbook of mental health and aging
Birren, James E
San Diego : Academic Press, c1992
c1992
館藏地 索書號 條碼 處理狀態
總館7F書架 618.97689 H191(2) 2d ed BM0097157 可外借 跨校區借書
2 預約 Handbook of mental health and aging
Birren, James E
Englewood Cliffs, N.J. : Prentice-Hall, c1980
c1980
館藏地 索書號 條碼 處理狀態
總館7F書架 618.97689 H191 B20150203 可外借 跨校區借書
第二書庫B區 618.97689 H191 B20154929 請洽一樓出納台 調閱館藏
林口分館 618.97689 H191 B20168268 可外借 跨校區借書
這書目還有其他複本/卷期
檢索結果頁數:
1 預約 Handbook of mental health and aging
Birren, James E
San Diego : Academic Press, c1992
c1992
館藏地 索書號 條碼 處理狀態
總館7F書架 618.97689 H191(2) 2d ed BM0097157 可外借 跨校區借書
2 預約 Handbook of mental health and aging
Birren, James E
Englewood Cliffs, N.J. : Prentice-Hall, c1980
c1980
館藏地 索書號 條碼 處理狀態
總館7F書架 618.97689 H191 B20150203 可外借 跨校區借書
第二書庫B區 618.97689 H191 B20154929 請洽一樓出納台 調閱館藏
林口分館 618.97689 H191 B20168268 可外借 跨校區借書
這書目還有其他複本/卷期
檢索結果頁數:
MULTI-INFARCT DEMENTIA A CAUSE OF MENTAL DETERIORATION IN THE ELDERLY
Abstract
The typical, insidious, slowly progressive dementia of old age (primary senile dementia) is not due to atherosclerosis. Most cases show Alzheimer-like degeneration of the brain at necropsy. There is no relationship between these parenchymal degenerative changes and arterial disease; hence the term "cerebral atherosclerosis" as applied to mental deterioration in the elderly is misleading and inaccurate. When vascular disease is responsible for dementia it is through the occurrence of multiple small or large cerebral infarcts (multi-infarct dementia). The investigation and precise diagnosis of all cases of dementia allow a more accurate prognosis and more rational management of the significant number of cases in which dementia is due to treatable conditions.
典型的，陰險的，慢慢地逐漸老年癡呆（老年癡呆症的主要）不是由於動脈粥樣硬化。
大多數病例顯示阿爾茨海默樣變性的腦在屍檢。
沒有任何實質關係，這些退行性改變，動脈疾病，因此所謂“腦動脈粥樣硬化”適用於中老年人心理的惡化是誤導和不準確的。
當血管疾病是負責癡呆的發生是通過多個小型或大型腦梗死（多發梗塞性癡呆）。
調查和準確的診斷讓所有案件癡呆預後更準確，更合理的管理相當數量的案件中，可治療老年癡呆症是由於條件。
The typical, insidious, slowly progressive dementia of old age (primary senile dementia) is not due to atherosclerosis. Most cases show Alzheimer-like degeneration of the brain at necropsy. There is no relationship between these parenchymal degenerative changes and arterial disease; hence the term "cerebral atherosclerosis" as applied to mental deterioration in the elderly is misleading and inaccurate. When vascular disease is responsible for dementia it is through the occurrence of multiple small or large cerebral infarcts (multi-infarct dementia). The investigation and precise diagnosis of all cases of dementia allow a more accurate prognosis and more rational management of the significant number of cases in which dementia is due to treatable conditions.
典型的，陰險的，慢慢地逐漸老年癡呆（老年癡呆症的主要）不是由於動脈粥樣硬化。
大多數病例顯示阿爾茨海默樣變性的腦在屍檢。
沒有任何實質關係，這些退行性改變，動脈疾病，因此所謂“腦動脈粥樣硬化”適用於中老年人心理的惡化是誤導和不準確的。
當血管疾病是負責癡呆的發生是通過多個小型或大型腦梗死（多發梗塞性癡呆）。
調查和準確的診斷讓所有案件癡呆預後更準確，更合理的管理相當數量的案件中，可治療老年癡呆症是由於條件。
Intelligence and Blood Pressure in the Aged
Wilkie, F. & Eisdorfer, C. (1971). Intelligence and Blood-Pressure in the aged. Science, 172, 959.
Intelligence and Blood Pressure in the Aged
Frances Wilkie 1 and Carl Eisdorfer 1
1 Center for the Study of Aging and Human Development, Duke University Medical Center, Durham, North Carolina 27706
Diastolic hypertension was related to significant intellectual loss over a 10-year period among individuals initially examined in their 60's. Such loss was not found in their age peers in association with normal or mild elevations of blood pressure. Of the subjects initially examined at 70 to 79 years of age, none with hypertension completed the follow-up program, and those with normal and mildly elevated blood pressure showed some intellectual decline over the decade. At the initial examination, hypertension was related to lower intelligence test scores only among those subjects who subsequently did not complete the follow-up program. The results suggest that hypertension is related to intellectual changes among the aged.
舒張期高血壓是涉及重大的智力損失在10年內初步審查個人之間在60年代。
這些損失沒有被發現在他們的年齡與正常同齡人在協會或輕度升高的血壓。
初步研究的受試者為 70至79歲，沒有高血壓完成後續方案，和那些與正常和輕度血壓升高表現出一定的智力下降的10年。
在初步檢查，高血壓是與較低的智力測驗中得分只有這些問題誰後來沒有完成後續方案。
結果顯示，高血壓是與老年人之間的智力的變化。
Intelligence and Blood Pressure in the Aged
Frances Wilkie 1 and Carl Eisdorfer 1
1 Center for the Study of Aging and Human Development, Duke University Medical Center, Durham, North Carolina 27706
Diastolic hypertension was related to significant intellectual loss over a 10-year period among individuals initially examined in their 60's. Such loss was not found in their age peers in association with normal or mild elevations of blood pressure. Of the subjects initially examined at 70 to 79 years of age, none with hypertension completed the follow-up program, and those with normal and mildly elevated blood pressure showed some intellectual decline over the decade. At the initial examination, hypertension was related to lower intelligence test scores only among those subjects who subsequently did not complete the follow-up program. The results suggest that hypertension is related to intellectual changes among the aged.
舒張期高血壓是涉及重大的智力損失在10年內初步審查個人之間在60年代。
這些損失沒有被發現在他們的年齡與正常同齡人在協會或輕度升高的血壓。
初步研究的受試者為 70至79歲，沒有高血壓完成後續方案，和那些與正常和輕度血壓升高表現出一定的智力下降的10年。
在初步檢查，高血壓是與較低的智力測驗中得分只有這些問題誰後來沒有完成後續方案。
結果顯示，高血壓是與老年人之間的智力的變化。
Learning and cognition in later life.
高師大
Learning and cognition in later life / edited by Frank Glendenning, Ian Stuart-Hamilton
Record: Prev Next
書(刊)名/作者 Learning and cognition in later life / edited by Frank Glendenning, Ian Stuart-Hamilton
出版項 Aldershot : Arena, c1995
館藏地 索書號 條碼 處理狀態
4F西文書庫 153.150846 L438 0385886 在架上
稽核項 vii, 144 p. ; 25 cm
叢書名 Studies in educational gerontology ; 2
書目 Includes bibliographical references (p. 123-141) and index
主題 Cognition in old age -- Great Britain
Memory in old age -- Great Britain
Adult learning -- Great Britain
Age and intelligence -- Great Britain
Aging -- Psychological aspects -- Great Britain
其他作者 Glendenning, Frank
Stuart-Hamilton, Ian
ISBN 1857422635 : NT 3013
Learning and cognition in later life / edited by Frank Glendenning, Ian Stuart-Hamilton
Record: Prev Next
書(刊)名/作者 Learning and cognition in later life / edited by Frank Glendenning, Ian Stuart-Hamilton
出版項 Aldershot : Arena, c1995
館藏地 索書號 條碼 處理狀態
4F西文書庫 153.150846 L438 0385886 在架上
稽核項 vii, 144 p. ; 25 cm
叢書名 Studies in educational gerontology ; 2
書目 Includes bibliographical references (p. 123-141) and index
主題 Cognition in old age -- Great Britain
Memory in old age -- Great Britain
Adult learning -- Great Britain
Age and intelligence -- Great Britain
Aging -- Psychological aspects -- Great Britain
其他作者 Glendenning, Frank
Stuart-Hamilton, Ian
ISBN 1857422635 : NT 3013
The hazards of cognitive aging
Schaie, K. W. (1989). The hazards of cognitive aging. Gerontologist, 29, 484-493.
編號 001163
刊名 The Gerontologist
縮寫刊名 Gerontologist.
ISSN 0016-9013
語文 eng
出版項 [Washington, etc. : Gerontological Society, etc.]
出版年 1961
刊別 Bimonthly <, Dec. 1974->
國會分類號 HQ1060 .G4
標題 Aged--Periodicals ; Aged--United States--Periodicals ; Geriatrics--periodicals
館藏 大仁科大: 38(3-6),1998.39- , 1999-
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台灣師大: 總館: 27:1(1987)-36:6(1996),37:4(1997)-42:6(2003). ; 衛教系: 31:1-2(1991),31:4(1991)-33:3(1993),34:5(1994)-35:6(1995). ; 人發系: 38:1-5(1998),40:1(2000)-42:6(2002)- [20081121更新]
Abstract
After a review of findings from the Seattle Longitudinal Study of adult cognitive development, this paper discusses the application of event history analysis, a technique pioneered by sociologists, to data involving changes of states in individual behavior related to human aging. The dependent variable of interest for psychologists and other deveiopmentalists should be the age (calendar or functional) at which the event occurs rather than its index in historical time. Using occurrence of significant decline in cognitive abilities as an exemplar, hazard functions are presented that allow the assessment of risk for future decline, as well as the prediction of the calendar age when individuals can expect cognitive decline under alternate assumptions.
經過審查結果，從西雅圖縱向研究成人認知的發展，論述了應用事件史分析，這種技術率先社會學家，數據涉及改變國家在個人行為與人類老化。
因變量的利益，心理學家和其他deveiopmentalists應該是年齡（日曆或功能）在該事件發生，而不是它的指數在歷史時間。
使用中發生的認知能力顯著下降作為一個典範，危險性職能列，使評估未來下降的風險，以及預測的日曆年齡當個人認知能力下降，可以預期交替條件下的假設。
--------------------------------------------------------------------------------
編號 001163
刊名 The Gerontologist
縮寫刊名 Gerontologist.
ISSN 0016-9013
語文 eng
出版項 [Washington, etc. : Gerontological Society, etc.]
出版年 1961
刊別 Bimonthly <, Dec. 1974->
國會分類號 HQ1060 .G4
標題 Aged--Periodicals ; Aged--United States--Periodicals ; Geriatrics--periodicals
館藏 大仁科大: 38(3-6),1998.39- , 1999-
--------------------------------------------------------------------------------
台灣師大: 總館: 27:1(1987)-36:6(1996),37:4(1997)-42:6(2003). ; 衛教系: 31:1-2(1991),31:4(1991)-33:3(1993),34:5(1994)-35:6(1995). ; 人發系: 38:1-5(1998),40:1(2000)-42:6(2002)- [20081121更新]
Abstract
After a review of findings from the Seattle Longitudinal Study of adult cognitive development, this paper discusses the application of event history analysis, a technique pioneered by sociologists, to data involving changes of states in individual behavior related to human aging. The dependent variable of interest for psychologists and other deveiopmentalists should be the age (calendar or functional) at which the event occurs rather than its index in historical time. Using occurrence of significant decline in cognitive abilities as an exemplar, hazard functions are presented that allow the assessment of risk for future decline, as well as the prediction of the calendar age when individuals can expect cognitive decline under alternate assumptions.
經過審查結果，從西雅圖縱向研究成人認知的發展，論述了應用事件史分析，這種技術率先社會學家，數據涉及改變國家在個人行為與人類老化。
因變量的利益，心理學家和其他deveiopmentalists應該是年齡（日曆或功能）在該事件發生，而不是它的指數在歷史時間。
使用中發生的認知能力顯著下降作為一個典範，危險性職能列，使評估未來下降的風險，以及預測的日曆年齡當個人認知能力下降，可以預期交替條件下的假設。
--------------------------------------------------------------------------------
2010年4月11日 星期日
Successful aging : perspectives from the behavioral sciences
館藏地 總館
作者 Baltes, Paul B
Baltes, Margret M
European Network on Longitudinal Studies on Individual Development
書名 Successful aging : perspectives from the behavioral sciences / edited by Paul B. Baltes and Margret M. Baltes
出版項 Cambridge [England] ; New York : Cambridge University Press, 1990
稽核項 xv, 397 p. : ill. ; 23 cm
叢書名 European Network on Longitudinal Studies on Individual Development ; [4]
European Network on Longitudinal Studies on Individual Development (Series) ; 4
附註 Texts emanate from workshops organized by the European Network on Longitudinal Studies on Individual Development
Includes bibliographical references and indexes
主題 Aged -- Longitudinal studies
Aging -- Psychological aspects -- Longitudinal studies
Aged -- Health and hygiene -- Longitudinal studies
國際標準號碼 0521374545
目前得分 參與評分
作者 Baltes, Paul B
Baltes, Margret M
European Network on Longitudinal Studies on Individual Development
書名 Successful aging : perspectives from the behavioral sciences / edited by Paul B. Baltes and Margret M. Baltes
出版項 Cambridge [England] ; New York : Cambridge University Press, 1990
稽核項 xv, 397 p. : ill. ; 23 cm
叢書名 European Network on Longitudinal Studies on Individual Development ; [4]
European Network on Longitudinal Studies on Individual Development (Series) ; 4
附註 Texts emanate from workshops organized by the European Network on Longitudinal Studies on Individual Development
Includes bibliographical references and indexes
主題 Aged -- Longitudinal studies
Aging -- Psychological aspects -- Longitudinal studies
Aged -- Health and hygiene -- Longitudinal studies
國際標準號碼 0521374545
目前得分 參與評分
2010年4月10日 星期六
Social gerontology : a multidisciplinary perspective
Social gerontology : a multidisciplinary perspective
Hooyman, Nancy R.
Boston : Pearson/Allyn & Bacon, c2008
電子資源 c2008
館藏地 索書號 條碼 處理狀態
總館5F書架 305.26 H769 8th.ed. BM0487114 可外借 跨校區借書
這書目還有其他複本/卷期
Hooyman, Nancy R.
Boston : Pearson/Allyn & Bacon, c2008
電子資源 c2008
館藏地 索書號 條碼 處理狀態
總館5F書架 305.26 H769 8th.ed. BM0487114 可外借 跨校區借書
這書目還有其他複本/卷期
2010年4月9日 星期五
Childhood and society / Erik H. Erikson
Childhood and society / Erik H. Erikson
1 預約 Childhood and society
Erikson, Erik H. (Erik Homburger), 1902-
New York : Norton, [1964, c1963]
1964
館藏地 索書號 條碼 處理狀態
總館5F書架 301.43 Er46-2 2d ed B20081850 可外借 跨校區借書
總館5F書架 301.43 Er46-2 2d ed B20098046 可外借 跨校區借書
總館5F書架 301.43 Er46-2 2d ed (E) B20070804 可外借 跨校區借書
這書目還有其他複本/卷期
2 預約 Childhood and society
Erikson, Erik H. (Erik Homburger), 1902-
Harmondsworth : Penguin books, c1963
c1963
館藏地 索書號 條碼 處理狀態
總館5F書架 301.43 Er46 2d ed B20070193 可外借 跨校區借書
這書目還有其他複本/卷期
1 預約 Childhood and society
Erikson, Erik H. (Erik Homburger), 1902-
New York : Norton, [1964, c1963]
1964
館藏地 索書號 條碼 處理狀態
總館5F書架 301.43 Er46-2 2d ed B20081850 可外借 跨校區借書
總館5F書架 301.43 Er46-2 2d ed B20098046 可外借 跨校區借書
總館5F書架 301.43 Er46-2 2d ed (E) B20070804 可外借 跨校區借書
這書目還有其他複本/卷期
2 預約 Childhood and society
Erikson, Erik H. (Erik Homburger), 1902-
Harmondsworth : Penguin books, c1963
c1963
館藏地 索書號 條碼 處理狀態
總館5F書架 301.43 Er46 2d ed B20070193 可外借 跨校區借書
這書目還有其他複本/卷期
2010年4月8日 星期四
Facilitating education for older learners
總館 & 人發所 & 成教中心 & 公館分館
作者 Peterson, David A. (David Alan), 1937-
書名 Facilitating education for older learners / David A. Peterson
出版項 San Francisco, Calif. : Jossey Bass, c1983
版本項 1st ed
稽核項 xvii, 342 p. ; 24 cm
附註 Bibliography: p. 307-330
主題 Life skills -- Study and teaching -- United States
Aged -- Education
國際標準號碼 0875895654
目前得分 參與評分
在Findbook搜尋
上一頁 下一頁
|加入個人書庫｜ 回報書目問題| 加入書籤|
館藏地 索書號 條碼 處理狀態
總館5F書架 362.63 P442 B20175028 可外借 跨校區借書
人發所 362.63 P442 B20168271 可外借
總館5F書架 362.63 P442 B20253130 可外借 跨校區借書
公館分館 362.63 P442 B20272784 可外借 跨校區借書
Abstract:A brief narrative description of the journal article, document, or resource. A guide to help instructors and program planners understand the educational needs and characteristics of older learners is presented. Social, economic, and educational consequences of increasing longevity are identified. A brief history of education for older people is presented, and research and experience on adult and continuing education are analyzed. Recent study findings concerning crystallized intelligence that is maintained throughout adulthood as well as stereotypes about older persons' ability to learn are reviewed. Adjustments that can be made to increase the learning performance of older people are described, including slower pacing and making provisions for declines in vision and hearing. Attention is directed to the physical, perceptual, and attitudinal changes that older learners experience, as well as instructional methods that appear to be most effective for, and best received by, older learners. The variety of teaching and learning styles are also discussed. Actual models of current adult education are used to illustrate how to design and implement a wide variety of programs, including retraining, second-career preparation, preretirement education and planning for use of leisure, diploma and degree completion, recreation, and coping and change. (SW)
摘要：簡要敘述說明該雜誌的文章，文件，或資源。
一個指南，幫助教師和教育方案規劃者了解老年人的需求和特點提出了學習。
社會，經濟和教育的後果是增加壽命確定。
一個簡短的歷史教育，提出了老年人，研究和經驗，成人教育和繼續教育進行了分析。
最近的研究結果是關於晶體智力保持整個成年定型以及有關老年人的學習能力進行審查。
調整，可提高學習效能的老年人進行了描述，包括慢起搏和規定制訂的跌幅，視覺和聽覺。
注意是針對身體，知覺，和態度上的改變，老年學習者的經驗，以及教學方法似乎是最有效和最佳收到，老年學習者。
該品種的教學和學習方式進行了討論。
實際模型當前成人教育是用來說明如何設計和實施了各種各樣的方案，包括培訓，第二職業準備，退休前教育和規劃利用閒暇，文憑和學位後，康樂，和應付和改變。 （西南）
作者 Peterson, David A. (David Alan), 1937-
書名 Facilitating education for older learners / David A. Peterson
出版項 San Francisco, Calif. : Jossey Bass, c1983
版本項 1st ed
稽核項 xvii, 342 p. ; 24 cm
附註 Bibliography: p. 307-330
主題 Life skills -- Study and teaching -- United States
Aged -- Education
國際標準號碼 0875895654
目前得分 參與評分
在Findbook搜尋
上一頁 下一頁
|加入個人書庫｜ 回報書目問題| 加入書籤|
館藏地 索書號 條碼 處理狀態
總館5F書架 362.63 P442 B20175028 可外借 跨校區借書
人發所 362.63 P442 B20168271 可外借
總館5F書架 362.63 P442 B20253130 可外借 跨校區借書
公館分館 362.63 P442 B20272784 可外借 跨校區借書
Abstract:A brief narrative description of the journal article, document, or resource. A guide to help instructors and program planners understand the educational needs and characteristics of older learners is presented. Social, economic, and educational consequences of increasing longevity are identified. A brief history of education for older people is presented, and research and experience on adult and continuing education are analyzed. Recent study findings concerning crystallized intelligence that is maintained throughout adulthood as well as stereotypes about older persons' ability to learn are reviewed. Adjustments that can be made to increase the learning performance of older people are described, including slower pacing and making provisions for declines in vision and hearing. Attention is directed to the physical, perceptual, and attitudinal changes that older learners experience, as well as instructional methods that appear to be most effective for, and best received by, older learners. The variety of teaching and learning styles are also discussed. Actual models of current adult education are used to illustrate how to design and implement a wide variety of programs, including retraining, second-career preparation, preretirement education and planning for use of leisure, diploma and degree completion, recreation, and coping and change. (SW)
摘要：簡要敘述說明該雜誌的文章，文件，或資源。
一個指南，幫助教師和教育方案規劃者了解老年人的需求和特點提出了學習。
社會，經濟和教育的後果是增加壽命確定。
一個簡短的歷史教育，提出了老年人，研究和經驗，成人教育和繼續教育進行了分析。
最近的研究結果是關於晶體智力保持整個成年定型以及有關老年人的學習能力進行審查。
調整，可提高學習效能的老年人進行了描述，包括慢起搏和規定制訂的跌幅，視覺和聽覺。
注意是針對身體，知覺，和態度上的改變，老年學習者的經驗，以及教學方法似乎是最有效和最佳收到，老年學習者。
該品種的教學和學習方式進行了討論。
實際模型當前成人教育是用來說明如何設計和實施了各種各樣的方案，包括培訓，第二職業準備，退休前教育和規劃利用閒暇，文憑和學位後，康樂，和應付和改變。 （西南）
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