Abstract

In educational effectiveness research evidence is provided for the importance of the learning level. This has resulted in an interest in theory, research and practice for models on effective instruction. In improvement projects these models turn out to be effective. However, the models are criticised for not paying sufficient attention to higher order knowledge and skills and new ways of learning and teaching and more constructivist ways of learning and teaching are advocated, stressing the active involvement and responsibility of the student for his or her own learning processes and outcomes. In research and improvement projects more active, independent ways of learning and teaching turn out to be successful under specified conditions. In a proposed Dynamic Model of Educational Effectiveness, a combination of different ways of learning and teaching related to the context, input and process is proposed. Suggestions will be given for the positive uses of the dynamic model for improving educational practice.

Keywords: new learning; educational effectiveness; dynamic model

摘要

教育效能的研究顯示學習層面的重要性，於是引出對有效教學模式的理論、研究和實踐的興趣。種種的教學模式雖有助提高教育的效能，但也被批評未夠重視高階知識和技巧，以及教與學的新方法。應提倡建構式的教與學方法，注重學生在學習過程和結果的主動參與和該付的責任。在研究和改善教育的項目中，較為主動、獨立的教與學方法在特定的情況下證明是成功的。本文建議的一個教育效能的動態模式，在脈絡、投入和過程結合了學與教的不同方式；文中也提出此動態模式如何有助於改善教育實踐。