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寫字潛能開發課程的
差
異
化
教
學
設計與
學
習評量
林冠傑(Guan-Jie Lin)
國立屏東大
學
學
報-
教
育類, 2023-04 (7), p.001-042
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Title:
寫字潛能開發課程的
差
異
化
教
學
設計與
學
習評量
Author:
林冠傑(Guan-Jie Lin)
Subjects:
Calligraphy Education
;
Development of Calligraphy Potentiality
;
Differentiated Curriculum and Instruction
;
Multiple Assessment
;
多元評量
;
寫字
教
育
;
寫字潛能開發
;
差
異
化
課程與
教
學
Is Part Of:
國立屏東大
學
學
報-
教
育類, 2023-04 (7), p.001-042
Description:
每個人其實皆具寫一手美字的寫字潛能。然而,當前高等
教
育的寫字課程與
教
學
仍有下列困境,以致
學
員的寫字潛能並沒有被完全開發出來:
學
員僅依循
教
學
者的課程設計與安排,缺乏自主
學
習的精神;寫字評量方式過於單一;寫字
教
學
淪為技藝的複製與重現,嚴重忽略
學
員之情意及
學
習需求。為解決上述困境,本研究係以行動研究法,據課程實施的締造觀(行動落實觀)發展以
差
異
化
教
學
為主軸之「寫字潛能開發課程」,採
差
異
化
教
學
方法與
差
異
化
學
習評量機制,使焦點回歸於個別
學
員在
學
習歷程的改變與成長,且在習字期間結合興趣與專長,以期統合知識、技能與情意的層面,臻至寫字潛能開發的目標。本研究通盤考量寫字
教
學
的內容、過程和結果,提供
差
異
化
的
教
學
設計、
學
習歷程和成果評量。此
差
異
化
寫字課程的核心精神可資寫字
教
學
研究者參考
Everyone has potential for calligraphy, which is termed by the writer as “calligraphy potentiality.” However, the dilemma existing in the current curriculum and instruction in higher education makes it difficult for learners to fully develop their calligraphy potentiality. The dilemma includes: the learners follow the teacher’s curricular design and arrangement without any opportunity of self-learning; the assessment of calligraphy is identical; calligraphy teaching is reduced to the duplication and reproduction of skills; the learners’ affective and learning needs are mostly ignored. In order to make a breakthrough in this dilemma, differentiated curriculum, instruction and ass
Publisher:
台灣: 國立屏東大
學
Language:
Chinese
Identifier:
ISSN: 2523-0549
Source:
Airiti Library
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