體驗區
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| 篇名 |
實作導向課程之教學歷程與學習成效探索：以「會談技巧」課程為例
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| 並列篇名 |
Exploring the Teaching Process and Learning Effectiveness of Practice-Oriented Courses: Taking “Interview Skills” as an Example
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| 作者 |
沈慶鴻(Ching-Hung Shen)
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| 中文摘要 |
為滿足學生實作練習之修課期待，研究者以行動研究法探索「會談技巧」課程2005-2018年發展實務能力之經驗式學習的教學方法，並在行動研究反思性螺旋的引導及系統性蒐集課程參與者回饋意見下，檢視並評估學生的學習成效。研究者根據政策及資源變化，將教學方法之探索歷程分為計畫前期、卓越計畫、大學評鑑、高教深耕等四個階段，並在多元方法累積、多重策略引導下，逐漸發展「以學生為中心」之會談技巧四步驟教學設計（自主學習、演練模擬、實務接案、團體督導）。研究者發現要落實學生實作學習之期待，授課教師除須透過一系列的教學步驟，還得在教育政策支持、實務機構合作下才能達成，然而，若想運用此經驗式學習之實作教學法，授課教師不僅得承擔教學責任，尚須兼顧倫理責任，不只要掌握學生學習狀況，還需關照接案過程可能誘發學生個人議題之反移情現象，如此才能協助學生歷經學用逐漸合一、專業自我效能漸次提升之實作學習的效果。
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| 英文摘要 |
In order to meet students’ expectations for practical courses, the researcher used action research to explore the teaching method of experiential learning to develop practical ability through “interview skills” over the past ten years (2004-2018). Under the guidance of reflective spirals of action research and the systematic collection of feedback from course participants, this study examined and evaluated students’ learning effectiveness. Based on policy and resource changes, this study divided the exploration process of teaching methods into four stages: planning period, excellence plan, university evaluation, and deep cultivation in higher education. Under the guidance of multivariate stacks and multiple strategies, a four-step “student-centered” teaching design was developed (self-directed learning, practice simulation, practical case taking, and group supervision). This study found that in order to fulfill students’ expectations for practical learning, in addition to going through a series of teaching steps, teachers should also get support from education policy and cooperate with practice institutions to achieve the expectations. However, in order to apply the experiential learning approach to practical teaching, the teachers should assume both teaching responsibilities and ethical responsibilities. They must master the learning situation of students and pay attention to the counter-transference that may trigger personal issues during the case-taking process. Only by this way could teachers achieve the practical learning effectiveness of assisting students in integrating learning and application and gradually improving their professional self-efficacy.
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| 頁次 |
107-136
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| 關鍵詞 |
行動研究法
、社會工作
、會談技巧
、標準化案主
、action research
、social work
、interview skills
、standardized client
、TSSCI
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| 卷期 |
27:1
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| 日期 |
202402
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| 刊名 |
教育政策論壇
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| 出版單位 |
國立暨南國際大學教育政策與行政研究所
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| DOI |
10.53106/156082982024022701004
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