林弘昌Lin, Hung-Chang曾秀Tseng, Hsiu2019-09-03不公開2019-09-032017http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060171010H%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96356近年來，我國的人口結構趨向於少子化與高齡化社會、多元族群融合、資訊與科技迅速發展，加上接軌國際間之各項轉變，使得教育面臨許多挑戰，必須因應社會多元的需求與時代潮流而與時俱進。故十二年國教著重於多元評量，從多元評量之歷程中，激盪出學習者的多元潛能，因而多元評量亦成為教師必須具備之能力。本研究遂以推動十二年國教多元評量於國民小學生活課程為議題。以多元智能理論為基礎，融入生活課程教學活動中，培養學生積極參與學習、教學方法首重互動活潑，激發學生多元潛能，使學習者看見自己的才能。 十二年國教乃是以學生為中心的教育改革，教師要配合不同學生之需求、學習程度，提供有效的教學方法，促進學生有效的學習。本研究旨在探討十二年國教多元評量對於國民小學生活課程學習之影響，研究方法採用行動研究法，以新北市某某國小二年級一個普通班之學生，共計29位學生為研究對象，進行生活課程教學，實施教學時數共18節；每節40分鐘，共720分鐘。研究工具包含：診斷、形成性、總結性評量、學習歷程檔案和訪談等項。本研究之結果： 1.學童很喜歡多元評量方式，有正面評價。 2.能培養學童探討生活中的多種互動、思考及分享等學習能力。 3.能培養學童探討生活中之情懷、歷程及動手做之學習能力。 關鍵字詞：十二年國教、多元評量、生活課程In recent years, low birth rate as well as population aging has become a critical issue in Taiwan. In addition, the integration of diverse ethnic groups, the rapid development of information and technology, coupled with the practice of international change are now pushing a lot of challenges to local education system. As a result, the education system should be flexible enough to respond to the challenges cause by the changing trends of the world. Therefore, 12-year Compulsory Education should focus on multivariate as-sessment, in a pluralistic assessment of the course, bring out the pluralistic potential learn-ers, and thus has become pluralistic assessment of the ability of teachers must have. This study was then submitted to promote pluralism assessment years the state religion in na-tional life curriculum for primary issues. Multiple intelligences theory, into the life curric-ulum teaching activities, students actively participate in learning, teacher-student interac-tion and lively, with the potential to stimulate students' interest in pluralism, to achieve the educational philosophy of adaptability Yang only. Twelve year Compulsory Education is a student-oriented education improvement. Teachers are expected to meet the needs of students with different characteristics, providing effective teaching methods to help students build their effective learning. This study was designed to investigate the impact of Twelve year Compulsory Education as-sessment on national primary school life curriculum. Action research is the core research method. Randomly select one classes of second grade students in an elementary school in New Taipei City, with total of 29 students as participants. To study objects, students are given life lessons, with a total of 18 teaching sessions; 40 minutes per session, a total of 720 minutes. Research tools contains diagnostic assessment, formative assessment, sum-mative assessment, learning portfolio and interview other items. The results found that: 1. The students liked multiple assessment mode, there is positive feedback. 2. To cultivate students to explore life in a variety of interactive, reflection and sharing learning ability. 3. Students can explore the culture and living environment of feelings, and the process of DIY skills to learn. Keywords：Twelve national basic education, multiple assessment, life curriculum.十二年國教多元評量生活課程Twelve national basic educationmultiple assessmentlife curriculum