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題名 | 國立高雄第一科技大學之「文學名著導讀」--推行「智慧培育」教學之實例="Introduction to Literary Classics" at National Kaohsiung First University of Science and Technology--Cultivating Wisdom in General Education |
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作者 | 周肇基; 陳瑞山; 李美玲; Chou, Chao-ji; Chen, Ruey-shan; Lee, Mei-ling; |
期刊 | 通識教育季刊 |
出版日期 | 20011200 |
卷期 | 8:4 民90.12 |
頁次 | 頁27-48 |
分類號 | 525.3 |
語文 | chi |
關鍵詞 | 智慧培育課程; 知識類課程; 技術類課程; 文學名著導讀; 經典名著研讀; 批判性思考; 分析能力; 低層次思考; 高層次思考; 學習材料選擇; 教師角色; 學生角色; 提問; 追問; 導引; 辯論; 時間控制; 分組討論; 經驗分享; 學習效果; 學生反應; Wisdom-cultivation courses; Knowledge-based courses; Skill-based courses; Introduction to literary classics; Great book approach; Critical thinking; Analytical ability; Lower-level thinking; Higher-level thinking; Selection of learning materials; Teacher roles; Student roles; Questioning; Follow-up questioning; Guided questioning; Debating; Time management; Group discussion; Experience sharing; Learning effectiveness; Student feedback; |
中文摘要 | 近年來,有關「智慧培育」教學的設計與規劃逐漸受到各大學的重視。本文以三位作者在國立高雄第一科技大學所共同開設的「文學名著導讀」為例做為此類課程規劃之探討。我們企圖瞭解學生是否能藉由經典文縱名著的研讀,培全發現議題、分析問題、與解決衝突之智慧。本課程透過互動式的學習過程,養成學生獨立與批判性思考的能力,同時引導e世代學生了解自身價值觀形成與演變的過程。為了讓其他大學院校能夠參考這門課程的實際執行方法,本文巨細靡遺的列舉了本課程的規劃與設計,包括學習方法、教學目標、學習材料的選擇、教師角色、學生角色、以及教學技巧與課堂活動,甚至各種教育及其出處,同時也詳實的報導本課導課程的學習效果之評估與學生的反映。 |
英文摘要 | In recent years, the concept of cultivating "wisdom" as opposed to teaching knowledge in general education has received close attention from educators. The purpose of this paper is to explore the instructional components involved in designing such courses. To carry out this project, the authors offered a course entitled "Introduction to Literary Classics" at National Kaosiung First University of Science and Technology. In planning this course, we sought to investigate whether students could foster higher-level ability to discover issues, analyze problems, and resolve conflicts through a critical approach to the reading of literary texts. In addition, interactive learning activities were designed to develop students' independent and critical thinking skills, and at the same time, help young-adult students observe how they form and change their value systems. In order to provide a useful reference for other course designers, we discuss in detail important pedagogical aspects of this course-including learning approaches, learning objectives, selections of referenced reading materials, teacher roles, learner roles, teaching techniques, and classroom activities. We also provide an evaluation of learning effectiveness and student feedback in relation to our course design and classroom activities. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。