啟導深度學習的素養導向教學實踐：MAPS的個案研究

Facilitating Deeper Learning by Competence-oriented Teaching Practice: A Case Study of MAPS

十二年國教倡導素養導向教學，期待教學能催化學生更深更遠的學習力。本研究旨在探討教師教師回應素養導向理念呈顯出的教學實踐樣貌，以及啟導學生深度學習的素養導向教學的特性。研究進入一位國小三年級級任教師的國語課堂，進行二學期駐場研究，田野資料包含26次課室觀察，4次正式訪談及多次課後觀察非正式對談，課程教材、學生作品及老師的行動研究論文等文件。研究指出教師回應素養導向的教學實踐，始於察覺學生學習難處，嘗試王政忠老師提出的翻轉MAPS教學（mapping, asking, presenting, schaffolding）。教學過程中，「以「進度」和「教師」為主軸的習慣性作法，和翻轉理想不斷衝擊，藉由逐步調整找出一些權宜的變通方式。研究發現教師呈顯素養導向教學特性有三：脈絡化學習、識讀與對話討論、構築支持的學習文化，這些實踐特性有利於引導學生型塑自我觀點、誘發主動學習意向、掌握學習核心要旨、整合理解、產生學習遷移與擴展並建立正向思維。個案教師藉由系統的教學實踐行動，具體回應素養導向的教學理念，此正是教改中教師展現的教學紮根專業性。

12-year Basic Education advocates competence-oriented teaching for inducing students to learn deeper and further. This study aimed at exploring two issues: (1) Responding to competence-oriented educational reform, how does a teacher transform teaching practice? (2) What are the features of competence-oriented teaching in facilitating students' deeper learning? This case study entered a 3rd -grade Chinese class taught by a home teacher for two semesters. The field date included 26 class observations, 4 formal interviews, several informal talk after class observation, and documentations of curriculum materials, students' works, and the teacher's action research. It indicated that the teacher attempted competence-oriented teaching with the framework of MAPS based on her concern with students' learning problems. It appeared many conflicts between the new teaching approach and the teachers' original practice. The teachers tried to find alternatives by degrees. This study stated three features of the teacher's competence-oriented practice: designing context-based teaching, utilizing literacy and dialogue teaching and constructing supporting learning culture in the classroom. These features facilitated students' deeper learning in terms of self-expressing, leading active learning image, understanding main concepts of leaning contents, enhancing reading comprehension, generating learning transform and building positive thinking. In contrast to abstract rational of competence-oriented reform, the teacher's systematic practice demonstrates grounded professionalization.