國民小學低年級實施素養導向課程形成性回饋之研究－以生活主題課程為例

A Study on the Implementation Formative Feedback for Competency-Based Curriculum in Lower Grades of Elementary School- Using Thematic Life Curriculum as an Example

10.7038/JETP.202406_(49).0002

游嘉鈴(YOU, Jia-Ling)

素養導向教學 ； 主題統整教學 ； 形成性回饋 ； 自我研究 ； competency-based teaching ； thematic integrated teaching ； formative feedback ； self-study

教育理論與實踐學刊

49期（2024 / 06 / 01）

33 - 60

繁體中文;英文

本文旨在探討新竹市一位國小低年級生活課程科任教師，在落實素養導向主題統整教學時，運用回饋矩陣進行形成性回饋的成效。本研究為自我研究，以研究者所任教的低年級為對象，透過蒐集形成性回饋資料進行質性分析，從素養導向的教學者及學習者的角度，共同檢視及探究在教學中實施形成性回饋的成效。研究發現如下：1.運用回饋矩陣進行形成性回饋的主題統整教學設計，能有效幫助教學者搭建課程的完整脈絡；2.形成性回饋能提升學生完成總結性表現任務的成效；3.運用多向度的形成性回饋，能更全面關照到學生的個別差異性，並提升學生的學習效果；4.在實施素養導向生活主題課程時進行形成性回饋，可營造正向師生共學氛圍，彰顯形成性回饋的正向價值。

This paper aims to explore the effectiveness of using a feedback matrix to provide formative feedback in implementing competency-based thematic integrated teaching for a lower-grade elementary school life curriculum teacher in Hsinchu City, Taiwan. This is a self-study, with the researcher's lower-grade class as the subject. Through the collection of formative feedback data and the use of qualitative analysis, the study examines the effectiveness of implementing formative feedback in teaching from the perspective of both the competency-based teaching practitioner and the learner. The findings are as follows: 1. The use of a feedback matrix with formative feedback in the design of thematic integrated instruction can effectively help teachers establish a complete context for the curriculum; 2. Formative feedback can improve the students' effectiveness of completing summative performance tasks; 3. The use of multi-dimensional formative feedback can better address individual differences among students and enhance their learning outcomes; 4. Providing formative feedback in the implementation of competency-based thematic life curriculum can create a positive atmosphere of teacher-student co-learning, and highlight the positive value of formative feedback.

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