IBDP中文A概念爲本教學設計：以三毛《撒哈拉歲月》為例

Abstract

概念的學習在理解知識的過程中扮演了關鍵作用，國際文憑組織(IBO)重視概念為本的教學，在其四個教育項目中皆強調學生對概念的理解。本文探究概念為本的教學模式，以及國際文憑(IB)中的概念教學，聚焦於國際文憑大學預科項目(IBDP)語言A語言與文學的課程設計。 本研究將應用概念為本的教學模式，以其所提出的教學步驟與技巧及IBDP語言A語言與文學的課程設計原則，發展出概念教學IBDP語言A語言與文學評鑑表，並以三毛《撒哈拉歲月》作為IBDP語言A的教學文本，設計《撒哈拉歲月》課程。在課程設計完成後，邀請專家學者利用「概念教學IBDP語言A語言與文學評鑑表」進行評估，最後分析專家學者的建議，反思教學設計的過程，統整職前教育之IBDP中文教師在設計概念為本教學於IBDP語言A語言與文學課程時，如何建構語言與文學課程設計的模式。

Concept played a key role in the cognitive process. The International Baccalaureate Organization (IBO) values concept-based teaching and emphasizes students' conceptual understanding in all IB programmes. This article explores the concept-based teaching model and conceptual teaching in International Baccalaureate (IB), focusing on the instructional design of International Baccalaureate Diploma Program (IBDP) Language A language and literature course.

This article will first applicate Concept-based Teaching model and the IBDP Language A: Language and Literature Curriculum Design Principles, designing an Evaluation Form. Then, using San Mao's "Sahara Years" as the teaching text to complete the instructional design. After the instructional design, experts are invited to use the Evaluation Form for evaluation. Finally, this paper will analyze the suggestions of experts, reflect on the process of instructional design, and integrate how to constructing a curriculum when pre-service IBDP Chinese teachers designing concept-based instruction in the IBDP Language A Language and Literature course.