資優素養導向課程設計教師案例探究──堅持中有柔軟，統整後有自己

"Flexible Persistence, Reflexive Integration: A Case Study of Curriculum Design for the Gifted"

"本文在探討一位國小資優班的教師如何運用既有的經驗將素養導向內涵納入課程，運用UbD（Understanding by Design）以逆向設計方法進行課程設計，加上DI（Differentiated Instruction, DI）區分性教學以及DBL（Design-Based Learning, DBL）的課程設計架構，並將生活議題、辯論技巧融入課程與教學。教師分享符合資優核心素養的課程案例，以及在這樣的課程下新手教師所面對的挑戰、個人的心境與對未來的期待。"

"This article is exploring how an elementary school gifted teacher incorporated current experiences into competency-based curriculum design through Understanding by Design, differentiated instruction, and Design-Based Learning. The novice teacher integrated life issues and debate skills into curriculum and teaching. The teacher shared competency-based gifted curriculum design, the challenges faced by the teacher, personal mindset, and future expectation."