| This paper discusses the "three aspects and nine sides key competence " put forward by this education reform in Taiwan.Key competence is the essence extracted from all literacy.It is a combination of attitude,affection and value.It is expected that students can practice it in the context of life.It does not point to a specific discipline or specific field.It exists not only at a certain stage,but also with lifelong learners as the common core.This article explores the background of the key competence proposed in Taiwan and its manifestation in the syllabus,and combines it with textbooks and teaching practices.Due to the unique historical status of Taiwan,especially the study of the syllabus of history disciplines has always been a region of concern to both sides of the Taiwan Strait,but most of them stand in history,or to introduce the new syllabus to the mainland in the form of introduction,there is still not much research combined with the newly published textbook,which is one of the purposes of writing this article.First of all,this article will analyze the changes of the ability indicators in the junior high school history curriculum(standard)in Taiwan,It mainly focuses on the three major changes from 1994 to the present,and analyzes the reasons,backgrounds and changes.Explain the historical evolution of the syllabus in Taiwan from "curriculum standards" to "syllabus",point out the specific requirements for capacitybuilding in each syllabus,and analyze how it is reflected in the social field,especially in history.And how to develop from knowledge-based education to ability index cultivation,and then to the present with key competence as the main content.The revision of the syllabus in Taiwan is inextricably linked to its political ideology.Many places need to be criticized.Based on this,the trend of the content of Taiwan's history curriculum will be analyzed.Next,based on the textbook,which just published in the seventh grade of Kangxuan edition in Taiwan,starting with the comparison of the framework of the basic content of the curriculum in the curriculum syllabus,this paper analyzes the changes of junior high school history reflected by the key competence,from the expression of knowledge content in the new curriculum outline and the changes of the structure and content in the first volume of the seventh grade history book.Through comparative analysis,the learning content of Taiwan history classroom reflected by core literacy is relatively reduced,a large number of "Aboriginal" history is added,and the method of history learning is increased.A large number of updates of text assist system also have an impact on students' autonomous learning.Finally,based on the teaching practice,this section does not mainly discuss the changes in the teaching situation,but starts from the syllabus,combined with relevant materials,analyzes the changes in the teaching plan design,the form of tje history class and the way of history teaching evaluation of the history teachers in Taiwan when they study the history subject with the key competence as the main quality,which is called teaching,to reflect in the teaching of middle school students learning history changes.The teaching plan design has not changed much,but it is obviously developed around the key competence;the form of the classroom is more abundant,which is reflected in the syllabus,requiring the school to revise the curriculum and intensify the research and development,and for the history discipline,the history of the living area is added according to the local conditions,and the students accept the history knowledge and apply it to their life at the same time.It is the initial embodiment of key competence.On the basis of the original multiple evaluation,the teaching evaluation in Taiwan tends to be formative.This multi-directional evaluation method greatly weakens the role of the examination.The examination questions are not only recitation of knowledge,but also tend to be flexible. |
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