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Everyone has potential for calligraphy, which is termed by the writer as “calligraphy potentiality.” However, the dilemma existing in the current curriculum and instruction in higher education makes it difficult for learners to fully develop their calligraphy potentiality. The dilemma includes: the learners follow the teacher’s curricular design and arrangement without any opportunity of self-learning; the assessment of calligraphy is identical; calligraphy teaching is reduced to the duplication and reproduction of skills; the learners’ affective and learning needs are mostly ignored. In order to make a breakthrough in this dilemma, differentiated curriculum, instruction and assessment were implemented for an action research. In this research, the focus was brought back to every individual learner’s learning process and growth. In this way, the learner’s interests and specialties are combined and the knowledge, skill and affective aspects are all integrated, preparing multi-paths for learners to develop their calligraphy potentiality. Based on findings of this study, following suggestions are proposed: 1. the curriculum and instruction of calligraphy should be learner-centered as much as possible; 2. the learners’ capability of independent self-reflection should be developed; 3. the teacher should provide appropriate instructional situations so that the learning of calligraphy can be highly relevant to daily life; 4. the differentiated curriculum, instruction and assessment which emphasize the individual learner’s changes and growth in the learning process should be implemented.
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