學習者中心取向教材設計之規準與案例分析－以美國社會教科書為例

• Published in: Jiao ke shu yan jiu Vol. 11; no. 1; pp. 001 - 036
• Main Authors: 陳麗華(Li-Hua Chen), 葉韋伶(Wei-Ling Yeh)
• Format: Journal Article
• Language: Chinese
• Published: 台灣 國家教育研究院 15.04.2018
• Subjects: curriculum appreciation approach; design criteria; learner-centered approach; TSSCI; 學習者中心取向; 教材設計規準; 課程鑑賞取徑; 教材設計規準; 課程鑑賞取徑; design criteria; curriculum appreciation approach; 學習者中心取向; learner-centered approach; TSSCI
• ISSN: 1999-8856
• DOI: 10.6481/JTR.201804_11(1).01

本文採取課程鑑賞取徑，尋繹學習者中心的理論根源，探討相關理念 論述，藉以歸納學習者中心教材設計之規準，包括五大面向24 項規 準。復援用此規準，以Pearson 出版之國小社會教科書為對象，進行教 材案例鑑賞。本文歸結出五點學習者中心教材設計作法：一、不同作 用的各式教材設計元件，可安排來引導學習者中心的學習方向或墊基 後續學習重點；二、單元核心問題是貫穿單元學習的主要軸線，課程 內容與評量設計皆與其密切扣連；三、多樣化及多層次的學習素材和 活動，可用以拓展學習者學習之廣度及深度；四、各式閱讀理解技能 可嵌入課文內容和學習活動設計中，以磨練學習者的思考力；五、學 習者中心取向的教材設計，須以增進學習者為主體的課室教學與學習 為主要考量
This study examined design criteria and exemplary cases for learner-centered materials. The curriculum appreciation approach was adopted. First, 24 design criteria for learner-centered materials were produced based on a review of studies on learner-centered theories and concepts. Then these criteria were employed to evaluate a social studies textbook from Pearson Publishing Company. Based on this evaluation, five learner-centered strategies were defined for use by textbook designers. 1. Various functional elements should be defined to guide learner-centered tracks or foci. 2. The essential subject matter of the whole unit should be defined, and design of the content and evaluation must be close