人文取向教學及其評量之研究

Humanistic Teaching and Its Assessment

歐滄和(Tsang-Her O)

《測驗統計年刊》 1期 (1993/12) Pp. 49-62

https://doi.org/10.6773/JRMS.199312.0049

摘要

本文先在諸論中說明了研究動機及研究範圍，接著由上而下，先闡述人文主義的七大基本信念，再細述其衍生的教育目的與教學原則。為了讓人文取向教學能夠落實到實用層面，接著即介紹「主題中心的團體討論」、「自由學習模式」、「發問法」、「價值澄清法」等四種主要人文取向教學法的基本原則和進行方式。為了確保教學過程的人文精神及評量其教學效果，在第五、六節中介紹了人文取向教學之特徵及其評量方法，並且介紹了國內可用的現成評量工具。最後結論中對全文作了摘述並指出今後努力之方向。

並列摘要

In the first part of this article, the author explained the ”Why” and ”What” to this article. Then, presented the seven basic beliefs of humanism and the educational goals and teaching principles that derived from them.In order to get the humanistic teaching down to the practice level, the author introduced four kinds of method-”Theme-Centerd Method of Group Discussion”, ”Rogers' Freedom to Learn Model”, ” Inquiry Method” and ”Values Clarification”.For embodying the humanistic spirit in teaching process and evaluating its effects, the author tried to explain the charactistics of humanistic teaching, assessment procedure's of the abovementioned methods, and to introduce assessment instruments which are being available in the country. Finally the author concluded his text with a summary, and suggestions for further study.