- 期刊
- OpenAccess
全方位課程設計在幼兒園融合班級之應用
An Application of Universal Design for Learning to the Preschool Inclusive Curriculum
摘要
本篇文章旨在說明全方位課程設計（Universal Design for Learning, UDL）的意義、內涵與理論基礎，並以實際教學單元為範例說明如何運用UDL設計課程以滿足一般和特殊學生的學習需求。UDL以腦神經研究為理論基礎強調學習包含辨識、策略和情意等三項網絡，亦即訊息的理解與接收、訊息的傳達以及學習動機，因此教師有必要在課程設計上透過多元的表徵、行動與表達以及參與等三個原則對課程進行事先的計畫以因應學生不同的學習需求。UDL並針對這三項原則發展出具體的指引和檢核項目提供教師課程規劃的參考。文章中以幼兒園教學單元「小小廚師」為範例說明如何應用UDL的指引和檢核項目進行課程設計，過程中除了通盤考量全體學生的需求以外也針對特殊幼兒的需求進行個別的考量，幫助教師規劃適合全體班上學生的教學內容。
並列摘要
This article presents the overview of the meaning and theoretical foundations of universal design for leaning (UDL) and provides an example to illustrate how UDL is applied to plan a lesson that fits the diversity of the students. UDL, based on the neuroscience stresses that learning involves recognition, strategy and affection networks; namely, access to and comprehension of information, demonstration of knowing, and recruit and sustain of motivation. In responding to the function of these networks, teacher ought to use multiple means of representation, action and expression, and engagement to meet the diversity of students’ learning needs while designing curriculum from the beginning. In the final part of this article, a lesson of the preschool is used as a practical example to show how to integrate UDL into planning the lesson that engages all students in the class.