探索式學習效果研究–以新加坡美國國際學校IB小學中文課程為例

自1997年以來，新加坡的國際學校發展迅速。由於他們採用了能力驅動的教育（ADE），清楚地概述了每個學習者的獨特性。為了實現這一目標，探索式學習的概念已經被接受。探索式學習是一種鼓勵學生用已學過的知識去了解新知識的教學方法。IB課程的基礎學位是3到12歲，並且以其注重細節和針對學習者的獨特性聞名。現在有很多評估教育機構的方式，但它們不如Stufflebeam於2003年提出的CIPP模式受歡迎。該模式僅用於課程評估，此模式具有四個要素。它們包括：背景評估（C），輸入評估（I），過程評估（P）和成果評估（P）。最後通過對教師、學生、家長和學校的工作人員的問卷調查和訪談，了解中文教學目前在新加坡IB國際小學的現況和探索式教學的重要性。

關鍵字

能力驅動教育；探索式學習； IB課程； CIPP模式

並列摘要

Since 1997, Singapore’s international schools have grown rapidly. Since they have adopted an Ability-Driven Education (ADE), which outlines all the meanings of personal comparison and the uniqueness of each child. To achieve this the concept of inquiry-based learning has been embraced. Exploratory learning can be defined as a teaching method that encourages students to learn and study new materials to discover the relationship between existing background knowledge and unfamiliar content and concepts. The foundation degree of the IB program is 3 to 12 years old, and is known for its meticulous and targeted. From time to time, there are many designed projects, programs and systems for evaluating any educational institutions, but they are not as popular as the CIPP model proposed by Stufflebeam in 2003. This model is only used for course evaluation and has four elements. They include: context (C), input (I), process (P) and product (P). Finally, through the survey and interview with the Teachers, students, parents and staff, we understand the current circumstance of Chinese teaching in Singapore IB international primary schools as well as the importance of inquire-base teaching.