課程－教學－評量的新思維－從智慧典範轉移談起

MI Curriculum, Instruction and Assessment: Toward New Perspectives

10.6384/CIQ.200201.0055

封四維(Sse-Wei Peng)

典範轉移 ； 多元智慧 ； 評量指標 ； Currieulum paradigm shift ； multiple intelligences ； Rubrics

課程與教學

5卷1期（2002 / 01 / 01）

55 - 83+174

繁體中文

隨著典範轉移，打破了傳統智慧理論所遵循兩大基本假設：人類認知是天生的、一元的；只要用單一，可量化的智慧即可迫切描述每個個體。豪爾嘉納（Dr. Howard Gardner）揚棄以往以標準測驗衡量人的聰明才智，提出對智慧的新思維：一個能夠適應生活中新問題和新情境的基本能力，對自己所屬文化做有價值的創造及服務的能力。檢視知識世紀各國教改藍圖之思考模式，亦是以「學生應該具備怎樣的基本能力」作為標竿。基於上述所言，本文嘗試從典範轉移，文獻分析，描繪多元智慧能力範疇，課程、教學與評量的原理原則，並提出可行途徑，以形塑課程、統整、教學、學習與評量互動的整體新觀念，透過教師有系統規劃與建立評量如能與評量指標，提供同儕真誠互動，與自我正面回饋，以啟動終生持續自評的機制，達成變革能動性的目的。

I his poper follows an historic overview illustrating how conceptions are changing. Most previous studies of intelligence whether of the unitary innate or the pluralistic teachable stripe-have arrived at certain conclusions. Howard Gardner defined an intelligence as the ability to solve problems or to fashion products that are valued in at least one culture or community.The consider how MI application might be more effective in teaching and learning process, the main purpose of the article is to convey the potential of instructional rubrics to teach as well as to evaluate. Assessment is instruction and instruction is assessment. Rubrics are teaching tools that support student learning and encourage the development of sophisticated thinking. Finally, this research provides forms for student ongoing self-assessment and change enablement.

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