Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/81357
Title: 從國內外評量趨勢看國中歷史科試題評量與教學
Other Titles: The New Trends and Teaching Methods of History Assessment in Taiwan's Secondary Education
Authors: 許珮甄
陳亭潔
Pei-Chen Hsu
Ting-Chieh Chen
Issue Date: Jun-2016
Publisher: 國立臺灣師範大學師資培育與就業輔導處
Office of Teacher Education and Career Service
Abstract: 在以往評量的主要功能是評鑑學生的學習成效,因而大多採用心理計量化的評量方式,但是去脈絡化的評量方式,導致學生學習僵化,無法培養面對社會所需的問題解決能力。為了垮育能通應未來、具解決問題能力的下一代,近幾年來「學習者中心」的教學型態,如火如茶的展間,因此隨著目前教學現場之課程願景、教學型態的轉變,評量方式也應隨之變革,以期與課程理念、教學設計相輔相成。近年,許多學者主張教學評量應從計量化走向脈絡化與個人化,也就是評量應著重在學生的學習歷程或學生的自主評量。據此論點,目前臺灣教育會考所採用的選擇題題型,較無法確切評量出學生的學習歷程與學習成就。非選擇題題型便成為亟需思考與研發的方向,如何設計出一份能檢測出國中生高層次能力的非選題題目,又能有較客觀公正的評量規準以昭公信,對國中教師們而言是十分艱鉅卻又值得挑戰的任務。然而課程設計、教學歷程與評量方式應該具備一貫性,因此本文試著從評量的目的,觀看當今評量方式的轉變,進一步分析目前與歷史料相關的國內外大型評量之命題趨勢,以反思臺灣教學現場評量的形式,並介紹符合當前評量趨勢的歷史料相關示例,以期提供國中社會領域教師在教學與評量上的初步參考。
Assessment is undergoing a paradigm shift, from psychometrics to a broader model of educational assessment, from a testing and examination culture to an assessment culture. This article explores the assessment mode of GCSE exams in UK. And then compare these assessment modes with Taiwan's History assessment mode which have developed by NTNU Department of History. With these changes of History assessment, what teaching methods teachers should learn to cultivate students' comprehensive ability? We'll introduce the history textbooks of UK, and try to know how the UK teachers teach under the new assessment mode.
URI: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/81357
Other Identifiers: 25BCA42B-69A2-C43C-2847-6B681A6B39A7
Appears in Collections:中等教育

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