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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/115492

    Title: 學習者中心取向教材設計之規準與案例分析─以美國社會教科書為例
    Other Titles: Analysis and Exemplary Cases of Design Criteria for Learner-Centered Materials: A Case Study of America Social Studies Textbook
    Authors: 陳麗華;葉韋伶
    Keywords: 學習者中心取向;教材設計規準;課程鑑賞取徑;learner-centered approach;design criteria;curriculum appreciation approach
    Date: 2018-04-15
    Issue Date: 2018-11-01 12:10:49 (UTC+8)
    Abstract: 本文採取課程鑑賞取徑,尋繹學習者中心的理論根源,探討相關理念論述,藉以歸納學習者中心教材設計之規準,包括五大面向24項規準。復援用此規準,以Pearson出版之國小社會教科書為對象,進行教材案例鑑賞。本文歸結出五點學習者中心教材設計作法:一、不同作用的各式教材設計元件,可安排來引導學習者中心的學習方向或墊基後續學習重點;二、單元核心問題是貫穿單元學習的主要軸線,課程內容與評量設計皆與其密切扣連;三、多樣化及多層次的學習素材和活動,可用以拓展學習者學習之廣度及深度;四、各式閱讀理解技能可嵌入課文內容和學習活動設計中,以磨練學習者的思考力;五、學習者中心取向的教材設計,須以增進學習者為主體的課室教學與學習為主要考量。
    Relation: 教科書研究 11(1), p.1-36
    Appears in Collections:[Master's Program, Graduate Institute of Curriculum and Instruction] Journal Article

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