寫字潛能開發課程的差異化教學設計與學習評量

The Development of Calligraphy Potentials Through the Differentiated Curriculum and Instruction: A Breakthrough in the Traditional Calligraphy Teaching

每個人其實皆具寫一手美字的寫字潛能。然而，當前高等教育的寫字課程與教學仍有下列困境，以致學員的寫字潛能並沒有被完全開發出來：學員僅依循教學者的課程設計與安排，缺乏自主學習的精神；寫字評量方式過於單一；寫字教學淪為技藝的複製與重現，嚴重忽略學員之情意及學習需求。為解決上述困境，本研究係以行動研究法，據課程實施的締造觀（行動落實觀）發展以差異化教學為主軸之「寫字潛能開發課程」，採差異化教學方法與差異化學習評量機制，使焦點回歸於個別學員在學習歷程的改變與成長，且在習字期間結合興趣與專長，以期統合知識、技能與情意的層面，臻至寫字潛能開發的目標。本研究通盤考量寫字教學的內容、過程和結果，提供差異化的教學設計、學習歷程和成果評量。此差異化寫字課程的核心精神可資寫字教學研究者參考。

Everyone has potential for calligraphy, which is termed by the writer as “calligraphy potentiality.” However, the dilemma existing in the current curriculum and instruction in higher education makes it difficult for learners to fully develop their calligraphy potentiality. The dilemma includes: the learners follow the teacher’s curricular design and arrangement without any opportunity of self-learning; the assessment of calligraphy is identical; calligraphy teaching is reduced to the duplication and reproduction of skills; the learners’ affective and learning needs are mostly ignored. In order to make a breakthrough in this dilemma, differentiated curriculum, instruction and assessment were implemented through an action research process in this research. The focus of this research was brought back to every individual learner’s learning process and growth. In this way, the learner’s interests and specialties were combined and the knowledge, skill and affective aspects were all integrated, preparing multi-paths for learners to develop their calligraphy potentiality. An example of the differentiated calligraphy curriculum is provided in this study comprising differentiated instructional design, process of learning, and assessment measures that respectively consider the content, process, and outcomes of the calligraphy teaching. The core principles of the proposed calligraphy curriculum can serve as a reference for pedagogical researchers on differentiated curriculum design.