國際文憑大學預科（IB-DP）語言（中文）A寫作能力之外部評估分析研究
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2019
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在全球化的潮流下，培養能因應國際潮流的人才，是各國教育積極達成的目標，隨著教育思維的進步，除了知識的學習，也要求具備良好的素養，國際文憑大學預科課程（International Baccalaureate Diploma Programme，簡稱IB-DP）是世界各國大學公認具有國際性的高中銜接大學預科的課程，其課程以理解全球背景為核心，培養具有國際情懷素養的人才，國際文憑組織（International Baccalaureate，簡稱IB）所培育的能力獲得國際許多知名大學的肯定。目前世界各國許多公立學校、私立學校也採用國際文憑教育制度，這樣的制度不僅僅實現於歐美地區，目前日本文部科學省決定以2018為目標，預計將採用國際文憑教育制度的公立學校增加200所，以促進日本公立學校國際化。
國際文憑的學校數目不斷增加，也逐漸提高教師人數的需求，培育了解國際文憑且具備國際意識，善於引導學生的老師是相當重要的。國際文憑課程沒有明定的教科書，雖然設立了教學目標和完善的評估制度，讓教師在教學上能有更多發展空間，但同時也是教師們的挑戰，若能了解評估考題，想必對於IB-DP「語言（中文）A：文學」的教學內容能更加明確。
本研究透過文獻分析法，將分析近五年的IB-DP「語言（中文）A：文學」寫作題目，了解各文體考題形式，並以深度訪談法，訪問現職IB-DP「語言（中文）A」老師教學建議，期望在IB-DP「語言（中文）A：文學」的師資培育上能幫助老師更清楚的掌握出題方向以及教學重點。
The International Baccalaureate Diploma Programme, recognized by many universities worldwide, is an academic entry program for high-school students about to enter into universities. Their students’ abilities have been recognized by many renown universities around the world. The International Baccalaureate system does not provide a mandatory, required textbook for each subject. There are only educational objectives for subjects and a complete evaluative mechanism. Although teachers are liberated in their teaching, the International Baccalaureate system is also much challenging for them. The teachers must be able to understand better the teaching materials if they can have a clear understanding and assessment of the questions for the evaluative mechanisms. This Thesis used document analysis, plowing through of the writing examination questions for the subject Diploma Programme’s Language （Chinese） A: Literature and covering the past five-year period. It also chose the in-depth interview method to inquire with the currently employed Diploma Programme’s teachers for the subject Language （Chinese） A about their suggestions for Chinese teaching. This Thesis hoped to create a curriculum based on the subject Chinse of the IBDP system: a writing educational program for essay writing. Accordingly, the teacher training programs can assist our teachers in better understanding the focus areas of questions and also their key teaching points.
The International Baccalaureate Diploma Programme, recognized by many universities worldwide, is an academic entry program for high-school students about to enter into universities. Their students’ abilities have been recognized by many renown universities around the world. The International Baccalaureate system does not provide a mandatory, required textbook for each subject. There are only educational objectives for subjects and a complete evaluative mechanism. Although teachers are liberated in their teaching, the International Baccalaureate system is also much challenging for them. The teachers must be able to understand better the teaching materials if they can have a clear understanding and assessment of the questions for the evaluative mechanisms. This Thesis used document analysis, plowing through of the writing examination questions for the subject Diploma Programme’s Language （Chinese） A: Literature and covering the past five-year period. It also chose the in-depth interview method to inquire with the currently employed Diploma Programme’s teachers for the subject Language （Chinese） A about their suggestions for Chinese teaching. This Thesis hoped to create a curriculum based on the subject Chinse of the IBDP system: a writing educational program for essay writing. Accordingly, the teacher training programs can assist our teachers in better understanding the focus areas of questions and also their key teaching points.
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國際文憑, 國際文憑大學預科, 語言A（中文）:文學, 師資培育, International Baccalaureate （IB）, Diploma Programme （DP）, Language （Chinese） A: Literature, Teacher education