區分性逆向課程設計的探析與應用

Implementation of Backward Curriculum Design with Differentiated Instruction

逆向設計（backward design）結合區分性教學的模式，是回應課程標準卻不標準化，能夠讓教師適性而教，學生成功學習的方式，符合後標準化時代的課程設計理念。本文簡介區分性逆向課程設計，輔以一個國小五年級數學科「容積」單元的課程試探，分析該教學模式在實務轉化上的相關議題，反思如何發展持續且精準的評量，回應多元差異，並提出「脈絡」是引動教學革新的關鍵所在，希望引發更多融合情境中的教育工作者，思考與實踐回應課程綱要又考量學生多元差異的課室運作方式。 Backward curriculum design with differentiated instruction (DI) is a model that complies with curriculum guidelines without standardization and scaffolds adaptive teaching for successful learning in the post-standardization area. Based on this teaching model, an action research project focusing on the elementary math unit of capacity is presented in order to reveal the challenges and issues of implementation of backward curriculum design with DI.