跨域素養導向課程設計1——2030移工知多少

An Interdisciplinary Competence-based Course Design: What Do We Know about Migrant Workers in 2030?

國文、英文、數學三科老師共同備課，設計跨領域素養課程，國英數三科各有其學科特質，在不斷的磨合以及集思廣益後，以移工現象為議題核心開發出18週的課程。「2030移工知多少」的跨領域課程設計中，根據108課綱的精神培養學生核心素養。國英數老師以焦點討論的方式，帶領學生對移工現象進行探究，利用「系統思考」對客觀現象及主觀的價值判斷加以辨析。學生學習區別事實、意見、定義與證據，使學生具備議題探究的能力；並讓學生閱讀中英文的移工文本來理解移工文化和他們的心路歷程。最後進一步藉由數據圖表，引導學生預測未來移工在全球或臺灣的趨勢。本課程盼能產生漣漪效應，在人的部分，信任與共識是重要的條件；在學習目標的部分，以素養為依歸，不為跨域而跨域；在科目部分，没有大科小科之別；在設計過程中，以學習者為中心，以未來需求為想像，捨棄本位主義，才能完成獨特的素養導向課程設計。課程試行此刻正實行中，經由學生實行及檢核，課程設計之良窳方成定論。

“What Do We Know about Migrant Workers in 2030?” is an interdisciplinary competence-driven course in which several Chinese, EFL, and math teachers collaborated to design, even though such subject areas as Chinese, EFL, and math exhibit different disciplinary qualities. After constant collaboration and brainstorming, these teachers developed an 18-week elective course founded on the phenomenon and the issue of migrant workers. Furthermore, they intended to utilize this interdisciplinary course to cultivate their students’ core competence, which correspond to these listed in the 2019 12-year Curriculum for Basic Education. In this interdisciplinary course design, these teachers guided the students to engage in multiple learning tasks: the students employed Focused Discussion to make an inquiry into the phenomenon of migrant workers; they differentiated facts from opinions by virtue of systems thinking; they were equipped with the competence to tell definitions from evidence so that they could be a better researcher conducting a study on a certain issue; they were assigned the job to read Chinese and English texts so as to analyze cross-cultural migrant worker issues and compare different migrant workers’ mentalities; they learned how to take advantage of data and charts to predict future migrant worker trends at home and abroad. This interdisciplinary course aims to create a ripple effect. In terms of teachers from different disciplines, they can come to realize that mutual trust and communication play a dominant role in an interdisciplinary course design. Concerning students’ learning objectives, they are supposed to base their course on their students’ key competence instead of combining respective disciplinary practices for no reason. With regard to the significance of subject areas, no discipline outweighs one another, as they are expected to be mutually complimentary. In brief, a well-rounded interdisciplinary competence-based course should be more learnercentered, future-oriented, and cross-departmental.