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首頁/研究主軸/課程教學/研究計畫/十二年國民基本教育國語文領域課程綱要之發展看「國語文素養」概念建構歷程

十二年國民基本教育國語文領域課程綱要之發展看「國語文素養」概念建構歷程

Investigating the formation of the concepts of “ language competence ” in the 12-year basic education guidelines in Mandarin Chinese
  • 資料類型

    研究計畫

  • 計畫編號

    NAER-107-12-A-2-10-00-1-15

  • GRB編號

    PG10706-0048

  • 計畫名稱

    十二年國民基本教育國語文領域課程綱要之發展看「國語文素養」概念建構歷程 Investigating the formation of the concepts of “ language competence ” in the 12-year basic education guidelines in Mandarin Chinese

  • 計畫主持人

    蔡曉楓

  • 經費來源

    國家教育研究院

  • 執行方式

    自行研究(本院經費-本院人員)

  • 執行機構

    國家教育研究院

  • 執行單位

    課程及教學研究中心

  • 年度

    2018

  • 期程(起)

    2018-05-01

  • 期程(迄)

    2019-04-30

  • 執行狀態

    已結案

  • 關鍵詞

    十二年國教,國語文,素養

  • Keywords

    12-year Curriculum guideline,Mandarin Chinese,language competence

  • 研究主軸

    研發與落實課程綱要,建構知識基礎

  •   本研究課綱研修歷程的文件與國語文課程綱要相關之官方文件進行分析,以了解新國語文課綱闡述之語文素養概念形成歷程,並釐清新課綱對於語文素養的闡釋。本研究之研究方法為文件分析,以新課綱三份文件(領綱正文、課程手冊、研修說明)為主要文件,比對研修方與審議方之會議紀錄、發言摘要與課綱研修委員的訪談記錄,以釐清國語文課綱描繪之語文素養概念。研究成果指出,國語文領綱描繪之素養呼應世界語文素養教育的潮流,並兼顧三文教育的傳統,將其融合、轉化為批判性素養及功能性素養的內涵,以配合十二年國家基本教育培養「現代公民」的教育目標。而研修方及審議方都以彰顯「語文實用性」、落實「核心素養」作為本次課綱的修訂理念。課綱所描繪的素養可分為學生應具備的語文素養圖像及具體落實素養教學的措施,後者強調學習歷程、多元開放的學習素材,以及能力、策略導向的教學教法設計。研究結果指出未來國語文教育需要更多針對文學、文化的實徵研究資料,以幫助下一波課綱研修的工作,期能更符合國情需求。

  •   In this study, the formation of “language competency” in the “Curriculum Guidelines of the 12-Year Basic Education: Mandarin Chinese” is uncovered by document analysis of the transcripts records of meetings of National Curriculum Development Council; the National Curriculum Inspection Committee; the records of public hearing; and the new National Curriculum Guidelines itself. The purpose of this study is to discover the textualization process of “language competence” in National Curriculum Guidelines in order to uncover the way the curriculum guidelines shape the unique approach of language pedagogy in the subject of Mandarin Chinese. Results indicated that the formation of language competency in curriculum guideline suggests a blended model with various paradigms from the discourse of other countries’ language education. Moreover, the competency-based literacy education, which is referring to a practical view of language education, can be considered as a reconciliation of the century-long debate between the “subject-based” and “literacy-based” approaches. The pedagogy of “competency-based literacy education” stresses on the learning process and formative assessment. It also promotes the use of strategy-based as well as competency-based curriculum and instruction design and various sources of learning materials reflecting multiple points of view. However, more empirical studies on the pedagogy of literature and culture are needed to build the basic concept of language education for the work of writing curriculum guideline in the future.

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