素養導向課程設計－經營有感的問題意識：有感，才能移情

Competency-Based Curriculum Design - Programming Problematic in touched

溫蕙茹(Hui-Ju Wen)

素養導向 ； 問題意識 ； 資優課程設計 ； Competency-Based ； Gifted curriculum design ； Problematic

資優教育論壇

21卷1期（2023 / 05 / 01）

59 - 77

繁體中文;英文

本研究以問題意識為主題，透過一位資優班教師的角度探討如何因應素養導向之影響，調整教案以經營有感的問題意識。教師檢視自身過去的課程，覺察原本教案設計中學生「問題意識」持續性不足之問題，進而探討如何讓學生產生「心靈上的有感」，並以此為基礎設計新的教案，該新設計主要回應《十二年國民基本教育課程綱要總綱》三大面向中「社會互動」的核心素養面向，期待透過課程設計反應「多元文化與國際理解」的素養項目，讓學生以「探究」的角度進行：問題覺察、資料蒐集與再創、行動原型與修正，最後具體實踐行動，以期發揮社會參與的影響力。面對素養導向課程設計的挑戰，筆者認為要達成「經營有感的問題意識」此目標，有三點是必須強調的：一、提出關鍵問題，讓問題意識更有設計感。二、更有脈絡的營造真實情境。三、掌握課程的關鍵概念。筆者認為符合素養導向的資優課程設計，應回歸學生的學習需求——以學習者為出發點，除了教師在課程設計上的努力外，更需要尊重學習者主體的意識，最終要能讓學生產生「移情」效果的問題意識，讓學生不只是做，而是「越做越想做」，甚至「想自己找方法去做」，使學生即使離開教室、學校，也能持續進行自主探究與學習。

The theme of this research is problematic, and through the perspective of a teacher of gifted students, how to adapt the lesson plans to meet the problematic in response to the influence of core competency. Teachers review their own past courses and perceive the persistent insufficiency of students' "problematic" in the competencies teaching plan design, and then explore how to make students "sense of mind" and use this as a basis to design new teaching plans. The new design is mainly Responding to the core competency aspect of "social interaction" in the three major aspects of the 12-year basic education curriculum guidelines, we look forward to the core competency project reflecting "multiculturalism and international understanding" through curriculum design, allowing students to conduct "explore" perspectives: problematic, data collection and reprocessing create, act prototypes and revise, and finally implement concrete actions in order to exert the influence of social participation. Facing the challenge of literacy-oriented curriculum design, researchers believe that in order to achieve the goal of "a competency problematic", there are three points that must be emphasized: 1. Ask key questions to make the problematic more design-oriented. 2. Create a more contextualized real situation. 3. Master the key concepts of the curriculum. Researchers believe that the competency-oriented gifted curriculum design should return to the learning needs of students-starting from the learner, in addition to the teacher's efforts in curriculum design, it is also necessary to respect the learner's subjective consciousness, and ultimately enable The problematic of the effect of " transference " in students makes students not only do, but "the more they do, the more they want to do", or even "find their own way to do it", so that students can continue to be independent even if they leave the classroom or school explore and learn.

1. 胡宗光(2010)。自主需求與資優生情意教育。資優教育季刊，115，32-39。
   連結：
2. McTighe, J.,Wiggins, G.,賴麗珍（譯）(2008).重理解的課程設計—專業發展實用手冊.臺北:心理.
3. Van Tassel-Baska, J.,呂金燮（譯） ,李乙明（譯）(2003).資優課程.臺北:五南.
4. 呂金燮(2017)。呂金燮（2017）：資優課程—素養導向設計。十二年國教課綱的素養導向發表之簡報，臺北市大同國小。
5. 張正儀（2016）：「不用出國就到了馬尼拉街頭」臺北小菲律賓區，道地家鄉味替移工解鄉愁。One-Forty。2017 年 3 月 28 日，取自 https://one-forty.org/2016/10/04/chungshan/
6. 教育部（2019）：十二年國民基本教育資賦優異相關之特殊需求領域課程綱要。臺北市：教育部。
7. 教育部（2019）：十二年國民基本教育課程綱要總綱。臺北市：教育部。
8. 教育部（2018）：十二年國民基本教育資賦優異相關之特殊需求領域課程綱要。臺北市：教育部。
9. 教育部(2008).資優教育白皮書.臺北:教育部.