回應十二年國教素養導向之情意發展課程與教學

本文先探討資優課程與素養導向課程的關係，分析「情意發展」科目符應十二年國教總綱素養導向的關鍵內涵與檢核項目；再以社會性模式、結構化個人模式與探究模式，說明適合資優學生情意發展課程的教學方法；最後提出應用情意發展課程綱要的建議。期本文能裨益資優教育教師掌握素養導向的課程內涵，進而轉化為適用於資優學生情意發展又符應素養導向的課程與教學。

關鍵字

情意發展科目；素養導向課程；情意課程教學方法

並列摘要

This paper aims to provide teachers in gifted education with the indicators to comprehend the core value of competence-oriented curriculum, so that the teachers can further apply it in implementing curriculum and teaching strategies for the affective development course for gifted students with competence-oriented approaches. This paper began with a discussion about the relation between the curriculum for gifted students and the competence-oriented education. The Affective Development course from the guideline for special needs curriculum was presented as an example, demonstrating the approaches to check whether the curriculum meet the standard of 12-Year Basic Education in competency development. The design of affective curriculum and instruction were then illustrated. The Inquiry Models, Social Models, and Personal Models were applied in searching for the appropriate teaching methods for the Affective Development course for gifted students. Finally, suggestion on tips for applying guidance for Affective Development course were made.

並列關鍵字

Affective Development course ； competence-oriented curriculum ； teaching methods for the affective curriculum

參考文獻

Martin, L. T., Burns, R. M., & Schonlau, M. (2010). Mental disorders among gifted and nongifted youth: A selected review of the epidemiologic literature. Gifted Child Quarterly, 54, 31-41. doi:10.1177/0016986209352684 doi: 10.1177/0016986209352684

Neihart, M., & Teo, C. T. (2013). Addressing the needs of the gifted in Singapore. Journal for the Education of the Gifted, 36(3), 290-306. doi: 10.1177/0162353213494821

吳璧純、詹志禹（2018）。從能力本位到素養導向教育的演進、發展及反思。教育研究與發展期刊，14(2)，35-64。