英文摘要 |
This paper aims to explore the effectiveness of using a feedback matrix to provide formative feedback in implementing competency-based thematic integrated teaching for a lower-grade elementary school life curriculum teacher in Hsinchu City, Taiwan. This is a self-study, with the researcher's lower-grade class as the subject. Through the collection of formative feedback data and the use of qualitative analysis, the study examines the effectiveness of implementing formative feedback in teaching from the perspective of both the competency-based teaching practitioner and the learner. The findings are as follows: 1. The use of a feedback matrix with formative feedback in the design of thematic integrated instruction can effectively help teachers establish a complete context for the curriculum; 2. Formative feedback can improve the students’effectiveness of completing summative performance tasks; 3. The use of multi-dimensional formative feedback can better address individual differences among students and enhance their learning outcomes; 4. Providing formative feedback in the implementation of competency-based thematic life curriculum can create a positive atmosphere of teacher-student co-learning, and highlight the positive value of formative feedback. |