2011.12.09

「善用小班環境優化學與教」課程對教師正視及處理學習差異研究初探

「香港教育學院小班教學發展與研究中心」葉娟卿、鄧耀南、何嘉華

香港 教育局於 2004 學年開始， 邀請劍橋大學 Professor M. Galton 進行 小班教學研究 。研究 指出， 任教小班的老師， 未能善用小班環境，處理學習差異。教育局於 2009學年起，委託 「香港教育學院小班教學發展與研究中心」舉辦五星期在職教師培訓課程 (下稱「培訓課程」 ) ，期望優化小班的學與教，同時讓老師對如何善用小班，處理學習差異，有更進一步的認知。

本研究旨在探討「培訓課程」，如何從課程架構理念、培訓內容及學校支援三方面，對在職教師正視及處理學習差異的影響。為更全面地進行相關研究，蒐集的資料數據包括 ：教師學習檔案、老師訪談、小班教學校本政策檢視、教學設計、觀課紀錄、學生學習成果及家長意見調查。

研究發現，老師參加「培訓課程」後，更體會正視及處理學習差異的重要，因此更關注學生個性化的發展，積極改變課堂學習的模式，讓學生得以享受人本學習，發揮潛能。

每個學生都是不同的，包括學習風格和動機、智能、個性、情緒及能力。學校不是工廠，學生也絕不是模製品，學生有差異是最自然和正常不過的事情，他們應該得到尊重和重視。參與「培訓課程」，對老師應如何善用小班，正視及處理學習差異，有令人鼓舞的成效。

2011.12.10

School revival through implementing small class teaching: principal leadership and teacher development

HKIEd Centre for Development and Research in Small Class Teaching
Dr. LAI Kwok Chan, Dr. CHAN Kam Wing, Mr. TANG Yiu Nam

Student learning diversity, if not well catered for, can affect teachers’ teaching and students’ learning. Schools with low student academic performance might face the danger of closure if they cannot attract enough students. Good teachers are necessary but not sufficient to cater for student diversity. The leadership of the principal plays a critical role in bringing about the synergy of the teachers to enhance student learning. This paper aims to investigate the leadership of a principal in successfully bringing life to a school which was in the process of being shut down due to low student enrolment. By using the case study method, data were collected through interviews and school observation. It was found that the principal had facilitated the formation of a Professional Development Team and a Small Class Teaching Planning Group and encouraged the teachers to join a learning circle of schools for teacher professional development. T he principal, teachers, staff, parents and students worked together to foster a sense of togetherness by engaging in different school events to cater for diversity and to cultivate a mutual care and trust in the school.