為每一個學生的成長而教──基於”學的課程”的教學設計探析

Teaching for Every Student: An Analysis on Teaching Design of Curriculum for Learning

本文通過對”合法的邊緣性參與”（LPP）為代表的”情境學習”論的考察，闡述”學的課程”的意蘊及其教學設計的基本特徵。基於”學的課程”的教學設計的基本訴求是打破長期以來”以教定學”的定勢，走向”以學定教”。其宗旨在於”為每一個學生的成長而教”，而不是單純地”為考試而教”。這正是區分新舊教學的分水嶺。

Equipped with the situated learning theory focusing on the perspective of Legitimate Peripheral Participation（LPP）， this paper interprets the implication of curriculum for learning and the characteristics of its teaching design. The basic spirit of this kind of curriculum lies in that the orientation of teaching design should be turn from teaching oriented learning to learning oriented teaching. This means that the purpose of teaching is for the development of every student rather than for examination. This is a watershed in the distinction between old and new teaching.