素養導向課程與教學實踐之行動研究——以竹北國小五年級社會領域課程設計為例

The Implementation of the Curriculum Development and Teaching of Core Competence Oriented Curricula: Using the 5th Grade Social Studies of the Chu-Bai Primary School as an Example

本研究為因應108新課綱精神，以五下社會領域「聚落與人口」、「臺灣的區域與交通」兩單元進行素養導向教學與評量前導研究，行動研究歷程實踐學習共同體精神，與協同教師進行課程共備、觀、議課，並運用概念構圖教學策略，促成學生探究、合作與表達的深化學習，進行素養導向教學之教學實踐。研究者透過行動研究歷程，進行教學反思，探討如何以課文為本為實踐核心素養課程的可能性，得出如下結果：一、核心素養導向的課程設計是知識和情境脈絡的連結。二、協作平台是素養導向教學與評量的利器。三、以學習者為主體的教學為落實核心素養課程之關鍵：（一）閱讀理解策略應用是素養導向學習歷程方法、策略重要的關鍵。（二）分組合作學習有助於提升互動與共好之素養價值。四、課程共備是教學者自發、互動、共好的學習之旅。

With the consideration of the rational of the 108 curriculum framework, this study focuses on the core competence oriented teaching and evaluation of the topics “Community & Population” and “Areas & Transportation in Taiwan” of the 5th grade Social Studies. This study applies the principles of “learning community”, encourages the curriculum developing, observing, and discussing among companion teachers, and adopts the teaching strategy of concept mapping to improve student's learning of taking the initiative, engaging the public and seeking the common good. An action research has been conducted by this study to investigate the implementing core competence oriented curriculum. The study finds: 1. Core competence oriented curriculum design highlights the connection of knowledge and its related contexts. 2. Collaboration platform plays an important role of core competence oriented curriculum teaching and evaluation. 3. The concept of learner center is the key of core competence oriented curriculum, which consists of two strategies: reading comprehension and group cooperative learning. 4. The process of collaborative lesson preparation of teachers enriches their experiences of taking the initiative, engaging the public, and seeking the common good.