體驗區
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| 篇名 |
通識教育「人文化成」理念與教學設計：以「佛教傳記與生命敘說」課程為例
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| 並列篇名 |
The Idea of “Cultivating Humanity” and Instructional Design in General Education: Taking the Course of “Buddhist Biography and Life Narrative” as an Example
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| 作者 |
李芝瑩(Chih-Ying Lee)
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| 中文摘要 |
大學通識教育的核心是人格教育，人格養成是透過對於自我覺醒、自我解放及對真理的追求，逐漸建立人格典範。本文以「人文化成」重新詮釋通識教育理念，強調教育主體為「人」，教育內容是「文德之教」，教學行動乃是透過潛移默化進而省思內化，以達成學生素養的默化、氣質的變化及態度的轉化。以「佛教傳記與生命敘說」的課程為例，從兩個面向來闡述「人文化成」理念與教學設計。一是「潛移默化」，著重境教、制教及身教的潛在課程設計，如南華大學及上課環境之「境教」、「制教」著重於教學評量之規範引導學生強化實踐體驗與省思，「身教」乃授課教師本身學經歷與本課程完全吻合，且善用line群組強化師生互動。二是「省思內化」，充分將觀察、暗示、意義與理解、判斷等省思四要素融入教材大綱、教學進度表，引導學生分組撰寫或拍攝他人傳記，省思內化整合為人生經驗與智慧。
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| 英文摘要 |
The core of college general education is personality education, and personality cultivation is gradually established as a model of personality through self-awakening, selfliberation and the pursuit of truth. In this paper, the idea of general education is reinterpreted by “cultivating humanity”. Emphasizing that the subject of education is “human”, the content of education is “the teaching of the culture and morality”. Teaching action is through infl uenced imperceptibly and then internalized introspectively, in order to achieve the tacit transformation of students’ quality, temperament and attitude. Taking the course of “Buddhist biography and life narrative” as an example, this paper expounds the concept of “cultivating humanity” and teaching design from two aspects. One is “imperceptible infl uence”, focusing on the potential curriculum design of “teaching environment”, “teacher being a paragon” and “teaching mechanism”. For example, the “teaching environment” emphasizes on the classroom environment in Nanhua University and the “teaching mechanism” focuses on the standard of teaching evaluation to guide students to strengthen practical experience and refl ection, the “teacher being a paragon” means the teacher’s own experience fully consistent with the course, and using line group to strengthen teacher-student interaction. Second, “introspective reflection”, fully integrate observing, hinting, meaning and understanding, judgment, such as the four elements into the textbook syllabus, teaching schedule and guide students to write or fi lm others’ biographies in group for integrating into their life experience and intelligence.
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| 頁次 |
096-110
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| 關鍵詞 |
佛教傳記與生命敘說
、教學設計
、通識教育
、Buddhist Biography and Life Narrative
、general education
、instructional design
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| 卷期 |
295
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| 日期 |
201811
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| 刊名 |
教育研究月刊
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| 出版單位 |
高等教育文化事業有限公司
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| DOI |
10.3966/168063602018110295006
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