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File:NLC416-14jh006686-71419 實驗設計教學法.pdf

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實驗設計教學法   (Wikidata search (Cirrus search) Wikidata query (SPARQL)  Create new Wikidata item based on this file)
Author
芮佳瑞著
image of artwork listed in title parameter on this page
Title
實驗設計教學法
Publisher
商務印書館[發行者]
Description

共3編。上編概論，分10章介紹設計教學法的緣起、意義、價值、效能、優點等；中編實施法，分16章介紹實施設計教學的步驟、標準、種類及應注意之點等；下編結論，分3章介紹實施設計教學兒童養成的能力及教師應具的技能等

目錄
上編 概論
第一章 設計教學法的緣起
第二章 設計教學法的意義
第三章 設計教學法的價值
第四章 設計教學法的效能
第五章 設計教學深合民主主義
第六章 設計教學深合社會生活
第七章 設計教學深合學習心理
第八章 設計教學適合今日教育上的要求
第九章 設計教學深合兒童德育上的培成
第十章 設計教學與非設計教學的比較
中編 實施法
第一章 實施設計教學的步驟
第一 分科設計
第二 分系設計
第三 完全設計
第二章 實施設計教學的標準
第三章 實施設計教學方法的種類
第四章 實施設計教學目的的底種類
第五章 實施設計教學動作的注意
第六章 實施設計教學活動的大要
第七章 實施設計教學教師活動方面應注意之點
第一 教師應養成兒童創造設計的能力
第二 教師應養成兒童的領袖
第三 教師應引動兒童在設計着手以前陳述計劃
第四 教師應引導兒童正確思考做成綱要
第五 教師應供給兒童研究的用具及用法之指導
第六 教師應引導兒童維持原來目的而求得結果
第七 教師應引導兒童批評自己的作業
第八 教師當用引導誘導的方法不當用指揮式與命令式
第八章 實施設計教學兒童方面教師應注意之點
第一 兒童作業有社交的團體精神麼
第二 兒童設計能尊重領袖麼
第三 兒童作業能考察設計做成綱要麼
第四 兒童作業能陳述計劃麼
第五 兒童能各自作業或分團計劃麼
第六 兒童能適宜分配設計的作業麼
第七 兒童作業能按照分配協力互助並有秩序麼
第八 兒童能自尋用物使用麼
第九 兒童能始終維持原來目的麼
第十 兒童作業成後能報告全班麼
第十一 一人報告眾人能注意並能筆記麼
第十二 設計告成眾人能有正當同情的批評麼
第十三 報告完了眾人能做總括並能得到結論麼
第九章 實施設計教學的順序
第一 設計教學的順序
第二 非設計教學順序的比較
第十章 實施設計教學的取材
第一 非設計教學的取材
第二 設計教學的取材
第三 非設計的取材動作是不相連接
第四 設計的取材動作是交切連接
第五 設計的取材各種是交切連接
第十一章 實施設計教學的問答法
第一 發問法
第二 解釋法
第十二章 實施設計教學的材料和用具
第一 排形板
第二 木工具和材料
第三 縫紉材料
第四 顏料和堊筆
第五 黏土
第六 棉花條和絨線
第七 身體運動材料
第八 樂器
第九 度量衡
第十 數目材料
第十一 博物材料
第十二 農具
第十三 家政材料
第十四 誦讀材料
第十五 美術工藝用具
第十六 衛生清潔用具
第十七 玩具
第十八 設備用具
第十三章 實施設計教學設備的布置
第十四章 實施設計教學兒童入學的調查
第十五章 實施設計教學各科知識授與的機會
第十六章 實施設計教學試驗後的實況
第一 新生入學設計的實況
第二 平日一個設計的實況
下編 結論
第一章 實施設計教學兒童養成的能力
第二章 實施設計教學教師應具的技能
第三章 設計教學法的範圍

Language Chinese
Publication date 民國十二年[1923]
Source
institution QS:P195,Q732353
(民國時期文獻 民國圖書)
館藏信息
InfoField
MG/G426/8
主題
InfoField
設計教學
中圖分類
InfoField
G426
載體形態
InfoField
70頁

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