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國立臺中教育大學 103 學年度碩士班招生考試
教育學試題
適用學系：教育學系碩士班、教育學系課程與教學碩士班 一、近年來有關培養學生｢素養｣的論述在國際間及國內廣受重視，十二年國民基 本教育並將核心素養的培養列為課程目標。綜觀國內近三、四十年來的中小 學課程與教學改革，由學科知識導向轉向基本能力的培養，進而轉型為｢核心 素養｣的關注。請問，學科知識導向和能力、素養導向的課程與教學有哪些差 異？面對當前的趨勢，教育人員在課程發展實務上需要有哪些新的認識與作 為？(25%) 二、為因應班級內不同程度、不同學習興趣學生的學習需求，近年來差異化教學 (differentiated instruction)的理念與做法廣受教育界的重視。請說明差 異化教學的意義並分析實施差異化教學應考慮的面向。(25%) 三、佐藤學提出學習共同體概念，並論述其哲學基礎是公共性哲學、民主主義的 哲學與追求卓越的哲學，請分別說明其內涵。(25%)四、Much of the existing literature on the digital divide - the differences between the "haves" and "have nots" regarding access to the Internet - limits its scope to a binary classification of technology use by only considering whether someone does or does not use the Internet, namely the first level of digital divide. The second level of the digital divide concerns whether teachers and students frequently use technology in classrooms (Attewell, 2001; Wayne, Zucker, & Powell, 2002). Most importantly, the third level of the digital divide is whether each student is empowered or knows how to use technology to better attain their life goals (Kim & Kim, 2001).
1.According to this passage, please comment on the issues of digital divide in education. (15%)
2.In the e-learning era, what can teachers do to help close the digital divide in their classroom?(10%)
