Classroom Learning Research - How to Care for Students' Individual Differences

Author: Lu Minling
Publisher:
Publish Date: 2006-10-01
Features: Chinese Version Preface English Version Preface Foreword Chapter Common Views on Individual Differences and Their Handling Methods Introduction I. Differences in Learning Outcomes and Ability Differences II. Differences in Learning Outcomes and Learning Motivation Differences III. Differences in Learning Outcomes and Different Teaching Arrangements IV. Conclusion Chapter Addressing Student Individual Differences—Starting from "Differences" Introduction I. Differences in Learning Outcomes—Differences in Understanding the Same Thing II. Our Views on Teaching and Learning 1. Learning Content 2. Key Attributes 3. Conscious Structure 4. Identification and Variation 5. Using "Variation" as a Tool for Guiding Instructional Design III. Conclusion Chapter Applying Classroom Learning Research to Address Individual Differences I. Classroom Learning Research 1. Based on Variation 2. V1: Students' Understanding of the Learned Content 3. V2: Teachers' Handling of Learning Content Variation 4. V3: Using Variation as a Tool for Guiding Instructional Design II. A Three-Year Research Project 1. The Purpose of the Research Project 2. Three Stages of the Research Project 3. Main Steps of Classroom Learning Research 4. Data Collection 5. Data Analysis III. Credibility of the Data IV. Generalizability of the Research Results Chapter Development and Impact of Classroom Learning Research I. Three-Year Progress of the Research Plan 1. Phase: Exploration and Preparation 2. Second Phase: Development and Consolidation 3. Third Phase: Developing Teacher Capacity and Preparing for Withdrawal II. Impact of the Research Plan 1. Curriculum Aspects 2. Using Variation as a Tool for Guiding Instructional Design: Constructing the Classroom Based on Variation Patterns 3. Teacher Development III. Analysis of Interview Data 1. Teachers' Perceptions of the Research Plan's Approach to Addressing Individual Differences 2. Teachers' Understanding and Application of the Theoretical Framework IV. Triangulation with Researchers' Observations 1. Teachers' Better Understanding of Students' Abilities 2. Teachers' Deeper Understanding of the Subject They Teach 3. Teachers' Attention to Students' Understanding Differences in the Classroom 4. Teachers' Confidence in Tailoring the Curriculum 5. Teachers' Experience Gained from Action Research 6. Teachers' Contributions to Professional Activities in Public Seminars V. School Development 1. School Development Under the Research Plan 2. School's Future Adoption of Classroom Learning Research 3. Continuation Activities and Their Impact VI. Factors Promoting or Hindering the Research Plan 1. Group Interaction 2. School Factors 3. External Support VII. Conclusion Chapter Case Analysis of Classroom Learning Research Introduction I. Fourth Grade Elementary School Science: Electricity 1. Phase: Initial Proposal of Learning Content 2. Second Phase: Instructional Design 3. Third Phase: Implementation of Research Lessons 4. Fourth Phase: Evaluation 5. Summary II. Fourth Grade Elementary School Science: Price 1. Phase: Proposal of Content 2. Second Phase: Instructional Design 3. Third Phase: Teaching of Research Lessons 4. Fourth Phase: Evaluation of Research Lesson Effectiveness III. Sixth Grade Chinese: Appreciation and Application of Metaphors—Using New Poetry as an Example 1. Phase: Proposal of Topic 2. Second Phase: Instructional Design 3. Third Phase: Classroom Practice 4. Fourth Phase: Teaching Review IV. Conclusion Chapter Impact of Classroom Learning Research on Students' Learning Outcomes I. Comparison of Students' Performance Before and After the Test 1. Comparison of the Average Scores of All Students Before and After the Test 2. Comparison of Pre-test and Post-test Scores in Different Score Groups: Lower Pre-test Score Group and Higher Pre-test Score Group 3. Comparison of Progress in Two Groups Before and After the Test II. Triangulation with the Hong Kong Academic Aptitude Test (HKAT) 1. Chinese Subject Scores in the Hong Kong Academic Aptitude Test 2. Mathematics Subject Scores in the Hong Kong Academic Aptitude Test III. Conclusion Chapter Implications of the Research Plan Introduction I. Promoting the Creation of a Teaching Professional Knowledge Base 1. Curriculum Improvement 2. Enhanced Knowledge of "Using Variation as a Tool for Guiding Instructional Design" 3. Deeper Understanding of "Promoting Learning Assessment" 4. Another Perspective on "Learning" and "Addressing Individual Differences" II. Teacher Professional Development III. Future Development Directions 1. Suggestions for Schools to Introduce Classroom Learning Research 2. Recommendations for Teacher Professional Development and Promotion Strategies IV. Conclusion Chapter Conclusion: Benefiting Everyone Appendix Appendix 1 List of Learning Content and Key Features Confirmed by the 2000–2003 Project Appendix 2 List of Seminars, Workshops, and Conferences Attended by Research Members in Each Academic Year from 2000–2003 Appendix 3 List of Publications of the "Addressing Student Individual Differences—Starting from Differences" Project Appendix 4 Statistical Results and Detailed Information of the Comparison of Scores of All Students in Each of the 27 Classroom Learning Research Projects in Each Academic Year from 2000–2003 References This book introduces common views on individual differences and their handling methods, addressing student individual differences, case analysis of classroom learning research, and more.