檢視 2020論壇/與體制學校合作的經驗對話的原始碼

===開門辦教育策略探討–與體制學校合作的經驗對話===
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===與體制學校合作的經驗對話/蔗青文化工作室負責人 洪崇銘===
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'''教育←→地方'''<br/>
'''二林地區的教育議題'''<br/>
#文化刺激不足<br/>
:地方長期的文化刺激不足，導致在地人對於地方發展的想像貧乏，並對於自我的文化意識欠缺，造成地方的自信心低落與悲觀。
#學校與社區隔閡<br/>
:我們發現許多老師在帶領學生踏入社區之前，並未受過相關的培訓，以致於經常，無法順利的踏出與社區居民接觸的第一步，便因此停滯在原地。<br/>
#教師孤立無援<br/>
:無法得到支持與實踐的年輕教師，更加降低留在本地任教的意願，或日漸消磨原有的教學熱情，在這樣的負面循環下，卻求助無門。<br/>
#教師跨領域能力有限<br/>
:教師的培養訓練中，皆以各自的專業領域為培訓方向，並鮮少有跨領域的練習嘗試，因此在教學上，難以達到不同學科的合作。<br/>
'''如何看待與體制學校的協作關係？'''<br/>
:一、工作室與體制學校的關係
:*學校與社區的橋樑
:*資源共享的互利共生模式
:*田野材料的結構化/系統化
:*降低進入社區的門檻
:*培養學生建立地方觀點
:*方知識與學科知識的互補
:*學生為最大的受惠者<br/>
:二、其中遇到最大的困難為何？
:*既有資源的使用狀況
:*教師的人生階段
:*來自家長的挑戰
:*熱情也有燒完的一天
:*疲於奔命的工作狀態
:*對地方認知的落差<br/>
:<img src='http://quality-learning.net/2020/uploads/agenda/10/05.PNG' width='330' height='240' /><br/>
:三、與二林社大的合作經驗？
<img src='http://quality-learning.net/2020/uploads/agenda/10/06.PNG' width='330' height='240' /><br/>
:(一)難逃廢校命運
<img src='http://quality-learning.net/2020/uploads/agenda/10/18.PNG' width='330' height='240' /><br/>
:(二)永光最後的陪伴
<img src='http://quality-learning.net/2020/uploads/agenda/10/07.PNG' width='330' height='240' /><br/>
'''自己與體制學校合作的經驗？'''/長久磨合的過程<br/>
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'''我們提供什麼協助？'''<br/>
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*[https://youtu.be/KTbo-apmwUw '''【2020均優學習論壇】與體制學校合作的經驗對話''']