體驗區
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| 篇名 |
以自主學習為主的大學能力本位課程設計及實施
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| 並列篇名 |
The Design and the Implementation of University Competency-Based Curriculum Based on Self-Regulated Learning
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| 作者 |
林堂馨(Tang-Hsin Lin)
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| 中文摘要 |
隨著社會急遽變遷，傳統填鴨、被動的學習已難以因應變革，學生學習必 須翻轉為自主、自動的學習方式。本文旨在以自訂目標、自主規劃、自我調節、 自律改善等自主學習四個階段，以及成果導向、向下設計、實務技能、展現成 果等能力本位教育四項特質，來設計以自主學習為主的大學能力本位課程，並 以A 大學某一學生團隊自主學習計劃為例。本研究採取問卷調查法，運用「自 主學習調查問卷」、「A 大學教學意見調查」來瞭解修畢此課程12 名學生的學習 成效。結果發現：（1）學生在自主自動、自訂目標、自主規劃、自我調節、自 律改善等能力，均大幅提升。（2）學生對課程的整體滿意度頗高，且學生學習 成果的滿意度高於對教師教學的滿意度。（3）學生認為能掌握課程內容與概念， 並提升發現問題的能力。
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| 英文摘要 |
The traditional and passive learning has failed to adapt to the rapid change of the society, so students have to turn their learning into self-regulated learning. The purpose of this paper was to design a self-regulated learning curriculum, based on self-determination, self-planning, self-regulation, self-improvement, as well as four characteristics of competency-based education (i.e., outcome orientation, downward design, practical skills, and outcome demonstration). A self-regulated learning plan conducted by a student group from University A was presented as an example. On the basis of “Self-regulated Learning Questionnaire” and “Teaching Opinion Survey,” the results showed that: (1) Students made great improvement with respect to self-automatic, self-targeting, self-planning, self-regulating, and self-improving abilities; (2) Students’ overall satisfaction with the curriculum was high, and they were more satisfied about their learning achievement than about their teachers’ teaching; (3) Students thought that they could not only master the course content and concept, but also enhance their ability of finding problems.
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| 頁次 |
059-084
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| 關鍵詞 |
自主學習
、能力本位課程
、課程設計
、self-regulated learning
、competency-based curriculum
、curriculum design
、TSSCI
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| 卷期 |
21:2
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| 日期 |
201804
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| 刊名 |
課程與教學
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| 出版單位 |
中華民國課程與教學學會
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