| 篇名 |
技術型高中專業群科課程教學與評量之素養導向困境與變革芻議
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| 並列篇名 |
Challenges and Transformation of Teaching and Assessment in Competency-Oriented Curriculum of Subject Cluster Courses in Vocational Senior High Schools
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| 作者 |
張嘉育(Chia-Yu Chang)
、林建明(Chien-Ming Lin)
|
| 中文摘要 |
本文首先分析十二年國教課綱下，技術型高中推動素養導向的困境，指出素養導向的專業群科課程設計有其困難。為使專業群科課程教學與評量更能緊扣技職教育的本質，尋求更加系統且真正適用於技職教育課程教學及評量的設計模式；本文進而探討國際能力本位技職教育課程教學與評量的發展趨勢與德國能力本位職業教育實踐作法，並梳理出「素養導向」與「能力本位」課程教學發展本質的差別。最後，分析我國專業群科推動能力本位課程教學與評量的可能性及建議，做為下一波技術型高中課綱變革之參考。
|
| 英文摘要 |
This paper first analyzes the challenges of promoting competency-oriented education in vocational senior high schools under Curriculum Guidelines of 12Year Basic Education. It is observed that designing, transforming and implementing competency-oriented curriculum of subject cluster courses poses significant difficulties. In order to align the teaching and assessment of the curriculum of the subject cluster courses more closely with the essence of the vocational education, and to identify a more systematic and applicable instructional design for teaching and assessment in the vocational education, this paper further explores the development trends of the teaching and assessment of the international competency-based vocational education and the specific practices of the teaching and assessment of Germany’s competency-based vocational education. This delineates the distinct differences in the nature of "competence-oriented" and "competency-based" curriculum teaching and development. Finally, this paper analyzes the feasibility of and provide recommendations for promoting the teaching and assessment of competency-based curriculum of the subject cluster courses in Taiwan, serving as a reference for the next wave of curriculum reforms in vocational high schools.
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| 頁次 |
001-034
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| 關鍵詞 |
素養導向
、能力本位職業教育
、課程-教學-評量三聯模式
、專業群科課程綱要
、competence-oriented
、competency-based vocational education
、curriculum-instruction-assessment triad model
、curriculum guidelines of subject clusters
、TSSCI
|
| 卷期 |
27:1
|
| 日期 |
202401
|
| 刊名 |
課程與教學
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| 出版單位 |
中華民國課程與教學學會
|
| DOI |
10.6384/CIQ.202401_27(1).0001
|
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