| 摘要: | 為順應世界教育發展的潮流，並以全球化學習和多元理解為主要目標，我國「十二年國民基本教育」的核心素養理念及課程設計，與國際文憑（IB）的「學習者培養目標」和「概念驅動」教學的主張相符合，均強調學生素養、特質與學習方法。本論文因此以探討概念驅動的探究式中文課程為主軸，著重於「概念遷移」、「概念性理解」、「逆向教學」的探討，藉由國際文憑組織大學預科項目（IBDP）中文A為例，理解國際課程設計的趨向，凸顯「概念驅動」教學的價值，期能提供我國永續教育發展的借鏡及為教師提供更多的反思。
本論文共分六章。第一章緒論。先作文獻回顧，就相關的研究專書、博、碩士論文及期刊論文等作簡介，俾能使明瞭當前研究的現況。第二章概述國際文憑大學預科項目（DP）中文A課程設計，兼及中學項目與大學預科項目的課程銜接。第三章論述〈國際文憑大學預科項目中文A：以概念驅動的課程設置〉，包括「三維的概念化驅動教學」、「概念與概念性理解的課程設計」、「概念驅動的中文A課程設計」。第四章論述〈國際文憑大學預科項目中文A：以探究為本的課程與教學〉，包括「探究教學的單元計畫制定」、「問題導向的探究課程框架」、「通過探究開展的教與學」等單元。第五章以「玩偶之家」為例作課程設計。由於本論文作者任教於採用國際文憑的中學，長期從事「大學預科項目（DP）中文A課程」的教學，熟悉「概念驅動」的教學方法，故能有效的從事課程示範，作「大學預科項目中文A概念驅動的探究課程設計」。第六章結論。呈現本論文研究成果有六，陳述如下：（１）「闡明中學項目（MYP）與大學預科項目（DP）的異同與銜接」。（２）「完整呈現『概念驅動』的三維化概念性教學」。（３）「闡釋國際文憑課程『三大探索領域』及『七個核心概念』」。（４）「深化『以理解為目標的逆向教學』與大學預科項目（DP）課程設計的聯繫」。（５）「凸顯全球情境的『探究式教學』的課程特色」。（６）「建構大學預科項目（DP）中文A『概念驅動』探究的課程設計」。最後為研究展望。全文含製圖二十張、製表四十八張。書末有參考書目與資料及附錄三則。
國際文憑組織《語言A：語言與文學指南》（2021年首次評估），是大學預科項目（DP）中文A教學的重要參考資料，它引導教師實踐概念為本的中文教學設計。本論文的研究除了以它作為主要參考資料外，論述過程中也參考相關研究論著，藉由他山之石，梳理、剖析、深化「概念驅動」探究式教學課程的具體內涵。由於《語言A：語言與文學指南》有新舊版本之別，可見國際文憑組織仍不斷繼續評估其內容而調整改進，這表示課程指南給予教師廣適性，容有更多的自由度。正因如此，本論文的研究對概念驅動教學所做的嚐試，雖然處於發軔階段，但闡發自我觀點和批判思維，應是符合國際文憑（IB）探究的面向。
To comply with world education development, and regard global learning and diverse understanding as the main objective, the core competence concept and curriculum designs of Taiwan’s “Twelve years national basic education” also corresponds to the proposal of the learner profile and concept-driven learning of International Baccalaureate (aka IB). As both emphasize the competence, characteristics, and learning methods of students, this thesis hence utilizes the concept-driven inquiry-based Chinese Curriculum as its principle, stressing more on the discussion of “transfer of learning, ” ”conceptual understanding,” and “reverse learning.” Taking the Chinese A Program of the International Baccalaureate Diploma Programme (IBDP) as an example, we can comprehend the path that IB curriculum designs pan out, while also highlighting the value of concept-driven learning. All this is done is that hopefully by doing so, we can provide an example for our country’s education for sustainability, while also offering something for our teachers to think more deeply about.
Firstly, in Chapter 1, which is the introduction of the thesis, the literature review is demonstrated so that relevant research book chapters, thesis, dissertations, and journals can introduce the current situation of this research. Then in Chapter 2, this author gave a general overview of the curriculum design of the Chinese A Program of the International Baccalaureate Diploma Programme (IBDP) and the connection between secondary school and Diploma Programme (DP) courses. Then through Chapter 3, this author continues to discuss “Chinese A Program of the International Baccalaureate Diploma Programme (IBDP): the concept-driven curriculum,” with its content including “three-dimensional concept-driven learning,” “curriculum of concept and conceptual understanding,” and “concept-driven Chinese A Program curriculum. ” Now going on to Chapter 4, this author continues to discuss “ Chinese A Program of the International Baccalaureate Diploma Programme (IBDP): An inquiry-based course and learning,” which includes “unit planning formulation of inquiry-based teaching, “problem-oriented inquiry-based curriculum framework, ”and other units such as “teaching and learning through inquiry-based development. For Chapter 5, due that the author of this thesis teaches at a high school that adopts the IB curriculum, he also has for a long time engaged himself in the teaching of “Chinese A Program of the International Baccalaureate Diploma Programme (IBDP.) ” Therefore, familiar with the concept-driven teaching method, he can effectively use ‘A Doll’s House” as a demonstration, to complete the inquiry-based curriculum design of Chinese A Program of the International Baccalaureate Diploma Programme (IBDP). Finally, in Chapter 6, the conclusion describes the research result in the following 6 points: “Clarifying the difference and connection of MYP and DP”; “Fully presenting the concept-driven concept of three-dimensional conceptual teaching; ” “Explaining the “Three Discovery Field” and “Seven Core Concepts”;” Deepening the connection of DP curriculum design and” using understanding as a goal for reverse teaching “; ” “Emphasizing the curriculum characteristic of the “inquiry-based teaching” of the global situation,” and “Constructing the curriculum design that is looked into by DP Chinese A Concept-Driven inquiry,” with the final point being the final research outlook. There are in total six chapters, accompanied by 20 pieces of mapping and 48 pieces of tabulation.
Furthermore, bibliographies and three appendixes are also listed. The 2021 year first evaluation of “IB Course Guidelines of Language A: Language and Literature Guide” is an important reference for DP Chinese A Teaching. It guides teachers to implement concept-driven Chinese teaching designs; furthermore, the research of this thesis besides utilizing it as the main reference, the discussion process also refers to relevant research papers, no matter through rocks of other mountains, sorting out, analyzing, or deepening the actual content of concept-driven inquiry teaching curriculum. Due that there are different versions of the “IB Course Guidelines of Language A: Language and Literature Guide, ”IB organizations still will evaluate its content and adjust to provide a better version. This demonstrates that course guidelines give teachers wider adaptability, which also gives more freedom. Due to all this, the attempt that this research makes by studying concept-driven teaching, even though still at its initial stage, the elucidation of its self-observation and critical thinking should suit the facing of IB inquiry. |
