篇 名 課程、教學、評量三位一體的專題學習
並列篇名 Intergrated Curriculum, Instruction, Assessment Three in One-Project-Based Learning
作 者 鄒慧英
發表期刊 臺南師院學報
出版年份 2001 年
卷 期 34 期
頁 次 p.155~194
關鍵字 project-based learning ; educational assessment ; integrated curriculum
語言別 中文
中文摘要 這波九年一貫課程改革的浪潮裡，明裡是藉由課程的改革滿足社會對教育改革的殷切期盼，實則帶動教學與評量的同步改革，進而對教育產生全面性的質變與量變，課程、教學、評量三者實是相互牽動，合為一體的。如此－來，實務工作者不禁要問：有何教學方式可以協助教師落實九年一貫課程，又能兼顧評量上的需求？在諸多可行選項裡，筆者以為專題學習（project-based learning）不失為－優良選擇，因為專題學習不僅在概念上與這波課程改革理念相謀合，更是一種集課程、教學、評量三者於一身的學習活動模式。因此，本文擬先說明九年一貫課程的實施原則─「課程統整」的理念與模式，再提出能從課程、教學、與評量三方面落實課程統整的具體教學方案─專題學習，最後述及專題學習的評量設計。盼此論述結果，能為即將上路的九年一貫課程和國小現場教師提供一線曙光，以具體可行的建議，進而產生實質上的助益。
孩子們的學習需要動機，優質的教學更需要老師的熱情參與。本文嘗試以專題學習方式做為經營九年－貫課程的一個範例，寄盼集課程、教學、評量於－身的專題學習，能早日實現二十一世紀的教育願景─全人教育、溫馨校園、與終身學習。
英文摘要 Over the past decade, the 9-year joint curricula plan for elementary and junior high schools is the most important educational revolution in Taiwan. The movement of educational reform shows a fact that we are facing a period of disturbance in education. Meanwhile, we have the opportunity to participate the plan of education reconstruction.
Externally, the 9-year joint curricula plan only restricts in curriculum area. However, its deep inside extends to instruction and assessment dimensions. On the surface, the curricular reform meets the expectation of the society toward educational revolution. Actually, the 9-year joint curricula plan activates the reform of instruction and assessment simultaneously, and then an overall changes either in qualitative or quantitative dimension. Given the Guidelines for a 9-year joint curricula plan, it's easy to see through that the foci of this reform are the emphasis of integrated knowledge, the learning and application of basic competency, and the activity- and conception-based curricular design, especial in science education.
In order to achieve the goals of 9-year joint curricula plan, the author believes that project-based learning is an excellent choice among many possible alternatives. Not only the idea of project-based learning matches the thoughts of the curricular reform, but also it is a three-in-one of curriculum, instruction, and assessment. The project-based learning applies driving questions to encourage children's interest and motivation, thus learn actively. Through the project-based learning activities, the more importance is that children learn a lot of scientific inquiry skills and plentiful science information. In other words, it is a teaching-learning model which matches the goals of 9-year joint curricula plan in science field.
Through the project-based learning, it will integrate instruction and assessment in classrooms, to raise the pedagogical quality of teachers, to foster students' inquiry ability and active learning. The students can apply what they have learned from PBL to daily lives, and know how to communicate with people effectively, to cooperate with others, to think independently, and to solve problems. The project-based learning can stimulate even children's potential creativity. These are the author's expectations to propose this instructional-leaning model.
