探討素養教育之學習場域行為觀察指標：以Montessori之DERS量表為例

Exploring Observational Behavior Items in the Learning Field for Competency-Based Education: Using Montessori's DERS as an Example

徐永康(Yung-Kang Hsu) ； 鄭同僚(Tung-Liao Cheng)

《課程與教學》 24卷2期 (2021/04) Pp. 1-19

https://doi.org/10.6384/CIQ.202104_24(2).0001

摘要

探討素養教育，除了需要說明素養理論之外，還需要清楚的教育行動指導原則。本文基於發展多年的Montessori之DERS量表，以學生、教育工作者與學習環境三面向，提供學習場域可觀察之行為指標，量表內容包含「執行功能」、「語言與文化流暢力」及「社會流暢力與情緒調節」以及三面向彼此共有之行為觀察項目，作為補充我國推行新課綱素養教育具體行動指導方向之參考。教育工作者能藉此量表，發展合適量表，做為推動素養教育的實踐方式指導以及自我反思和課室觀察的參考。

關鍵字

素養教育 ； 教室觀察 ； 蒙特梭利 ； 實驗教育

並列摘要

If we want to know what competency-based education is, we need to study the theories of competency education and the guidelines of concrete educational behaviors. This paper uses Montessori's DERS as an example that has developed those observational learning behavior items among children, teachers, and the learning environment. The three dimensions comprised in DERS - executive function, linguistic and cultural fluency, and emotional flexibility-and the observational behavior items shared among them could offer future directions for developing concrete learning behaviors for practices of the New Curriculum Guidelines in Taiwan. Meanwhile, educators can use the items as guidelines for practice and reflection for promoting competency education.

並列關鍵字

competency education ； classroom observation ； Montessori education ； experimental education

參考文獻

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