UbD中理解概念的探討與再架構

Exploration and Reconstribution of the Concept of Understanding in UbD

本文彙整UbD中對「理解」的論述角度，分析並釐清UbD與其他學者理解概念的異同，最後提出對其理解概念的調適與應用。
在將UbD理解六層面對應到認知領域目標分類法的各階層，並分析各教育學者對於「理解」的敘述後，筆者發現理解須具備的基本表現是「說明」與「詮釋」，再上層為「應用」，更高階則為「觀點」與「自身知識」；但UbD涵蓋較少的分析與綜合能力，反而增加了情意領域目標中的「同理心」。
筆者主張將UbD中理解的各層面給予教學或評量上的先後順序，留意應以知識作為正確理解之基石；教師亦可由建構、設計、實作、遷移與評量之五個不同切入點，來看待UbD整體的理解概念，並在實務現場以具體步驟編排課程及評估學生的理解歷程。

This article organizes the perspective of “Understanding” in UbD, and analyzes and clarifies the similarities and differences of the concept of understanding between UbD and others. Finally, we propose the adaptation and application of the concept of understanding.
Corresponding to the six facets of understanding in UbD and the taxonomy of educational objectives, and analyzing the narratives of “Understanding” by other education scholars, we find that the basic performances required for understanding are ''Explain '' and ''Interpretation'', the upper-level is ''Application'', the highest levels are ''Perspective'' and ''Self-Knowledge''. However, these facets cover fewer ''Analysis'' and ''Synthesis'' abilities. Conversely, UbD adds the ''Empathy'' level of the affective objective.
We recommend that teachers can use the six facets of understanding in UbD to the order of teaching or evaluation, and integrate the knowledge as the cornerstone of correct understanding. Teachers can view from five different entry points: construction, design, implementation, transfer, and evaluation, and look upon the overall “Understanding” concept in UbD. Teachers can also arrange courses in definite steps and assess the understanding process of students at the practical scene.