Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/5336
Title: 多元評量實施之理論與實務一一以健康教育為例
Authors: 姚友雅
黃蕙欣
Yu-Ya Yao
Hui-Shin Huang
Issue Date: Mar-2013
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: 課程、教學、評量三者密切相關,若期望教學能夠真正活化,就必須落實做好多元評量。本文從評量的基本觀念與現狀談起,進一步暸解多元評量憑籍的理論:多元智慧理論與建構主義學習理論,也解析健康教育需關注的基礎理念:課程綱要、能力指標與多層次教學目標概念。當教師能融合多元評量的內涵與特色後,才能善用不同類型的評量貫徹多元評量的理念。在本文中利用健康教育的認知、情意、技能、行為四方面舉出教學及評量實例,期望可以提供現場教師作為操作健康教育多元評量的良好基礎與示範。
Curriculum, teaching, assessment is closely related. If we expect that teaching will be activation, multiple assessments must be implemented. This essay try to start from the basic concept and present situation,try to understand the the about multiple assessments: Including the theory of multiple intelligences and constructivist learning theory, meanwhile It will resolve the basic concept of health education also. Including: syllabuses, capacity indicators and the target concept of multi-level teaching. Only when teachers can merge those connotations and characteristics of multiple assessments, they will make good use those different types of assessment and to implement the concept of multiple assessments. This will provide an actual example of cognition, affection, skills and behavior of teaching and assessment. I hope this essay can provide a good foundation and a pattern in health education multiple assessments for in-service teachers.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/5336
Other Identifiers: CE2DED6B-1204-DE2D-48A4-42989BD135FB
Appears in Collections:中等教育

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