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題名 | 學習成果導向的教學設計與評量:「教學原理」的實踐案例=Learning Outcome-based Instruction and Assessment: A Practical Case Study of "Teaching Principles" Course |
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作者 | 詹惠雪; | 書刊名 | 課程與教學 |
卷期 | 17:2 2014.04[民103.04] |
頁次 | 頁197-225 |
分類號 | 521.66 |
關鍵詞 | 學習成果導向; 學生學習成果本位評量; 師資專業課程; 高等教育; Learning outcome-based education; Students' learning outcomes-based assessment model; Teacher education; Higher education; |
語文 | 中文(Chinese) |
中文摘要 | 學習成果導向的教學已是當前高等教育發展的主流,本文即是一個實踐「學習成果導向教學與評量」案例,筆者將此模式運用在2012年所任教之「教學原理」一科,重新建構課程、教學方法及評量活動。課程實踐成果顯示,學習成果評量模式為大多數學生所肯定,主要的成果在:(一)學習目標聚焦,有助於學生學習。(二)重視理論與實務的結合,學生學以致用。(三)學生課堂參與度高,師生互動更佳。(四)評分方式多元,讓不同能力的學生皆能展現亮點。(五)師生共同訂定評分量尺,並實際運用在同儕互評,學生學習準備更有方向可循。(六)分組合作學習展現溝通及團隊能力。不過,此模式之運用亦有幾項值得省思之處:(一)課堂參與度提高,但對不擅參與討論的學生仍需輔導。(二)學習內容太多、課堂教學過於緊湊。(三)學生在評分量尺的訂定與同儕互評的能力有待加強。透過實踐歷程,本文提出此模式對大學課程及教學的啟示如下:(一)透過教、學與評量的校準,能有效提升教學的品質。(二)由教到學的典範轉移,大學教師應精進自己的教學專業。(三)運用翻轉課堂的概念,重新建構課堂的學習活動。(四)評量即是學習,以具體的評分量尺引導學習。 |
英文摘要 | The model of learning outcome-based education focuses on student achievements. Teachers are encouraged to develop standards and guidelines for effectively assessing student-learning outcomes and promoting teaching quality. This study provided a practical case study on learning outcome-based instruction and assessment. This model was applied in a "Teaching Principle" course taught in 2012. The purpose was to reconstruct the course, teaching methods, and assessment activities based on the student-learning outcomes. Student feedback received after the conclusion of the course indicated that most of the students supported the learning outcome-assessment model. The primary outcomes were as follows:(a) definite learning objectives facilitated student learning; (b) combining theory and practice enabled students to apply what they learned; (c) a high level of student classroom participation improved student-teacher interactions; (d) diverse grading methods assisted students with varying abilities to show their strengths; (e) teachers and students could jointly establish and apply scoring rubrics during peer assessment, which provided students with a clear strategy for learning preparation; and (f) group learning allowed students to demonstrate communication and teamwork skills. However, several concerns were revealed during the model application: (a) although classroom participation improved, counseling was necessary for students who exhibited passivity toward participating in discussions; (b) the course content involved excessive materials and the course schedule was too fast-paced; (c) the student abilities of developing rubrics and peer assessment required further strengthening. Based on the results, the following proposals were made about improving university instruction and assessment: (a) combining teaching, learning and assessment effectively would improve teaching quality; (b) with a paradigm shift from teaching to learning, university professors should substantially improve personal teaching professionalism; (c) classroom learning activities should be revised based on the concept of flipped classroom; and (d) given that assessment is perceived as part of learning, specific rubrics should be used to guide learning. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。