學習者中心取向教材設計之規準與案例分析──以美國社會教科書為例

Analysis and Exemplary Cases of Design Criteria for Learner-Centered Materials: A Case Study of America Social Studies Textbook

本文採取課程鑑賞取徑，尋繹學習者中心的理論根源，探討相關理念 論述，藉以歸納學習者中心教材設計之規準，包括五大面向24 項規 準。復援用此規準，以Pearson 出版之國小社會教科書為對象，進行教 材案例鑑賞。本文歸結出五點學習者中心教材設計作法：一、不同作 用的各式教材設計元件，可安排來引導學習者中心的學習方向或墊基 後續學習重點；二、單元核心問題是貫穿單元學習的主要軸線，課程 內容與評量設計皆與其密切扣連；三、多樣化及多層次的學習素材和 活動，可用以拓展學習者學習之廣度及深度；四、各式閱讀理解技能 可嵌入課文內容和學習活動設計中，以磨練學習者的思考力；五、學 習者中心取向的教材設計，須以增進學習者為主體的課室教學與學習 為主要考量。

This study examined design criteria and exemplary cases for learner-centered materials. The curriculum appreciation approach was adopted. First， 24 design criteria for learner-centered materials were produced based on a review of studies on learner-centered theories and concepts. Then these criteria were employed to evaluate a social studies textbook from Pearson Publishing Company. Based on this evaluation， five learner-centered strategies were defined for use by textbook designers. 1. Various functional elements should be defined to guide learner-centered tracks or foci. 2. The essential subject matter of the whole unit should be defined， and design of the content and evaluation must be closely linked to it. 3. Diversified and multilevel learning materials and activities should be provided to expand the breadth and depth of users’ learning. 4. Reading comprehension skills should be embedded in the design of the text and learning activities to cultivate learners’ thinking abilities. 5. Enhancing learner subjectivity in the classroom should be the priority when designing learner-centered materials.