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| 題 名 | 地方經驗個案融滲「大學城地方」教學的策略設計與應用=The Strategy Design and Application of Local Experience Cases Infiltrating "University Town" Context Teaching |
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| 作 者 | 陳康芬; 黃文宗; | 書刊名 | 跨域自學力學報 |
| 卷 期 | 3 2023.11[民112.11] |
| 頁 次 | 頁1-19 |
| 分類號 | 521.6 |
| 關鍵詞 | 大學城; 地方教學; 經驗個案教學設計; 探究敘事教學; University town; Local teaching context; Experience case design teaching; Inquiry narrative teaching; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 本論文接續過去大學城地方實踐融滲「語文與修辭」課程的創新教學與應用研究系列成果,探討個案教學策略設計的重要性。本論文主要是採取教學現場的參與觀察法,研究發現,過去以「大學城」(University Town)的知識實踐主軸取代「語文與修辭」課程原本的文學知識與應用寫作教學,引導學生在「大學城」的地方學習脈絡中,注意到自己既是「大學城」的局外人(Outsider),也是局內人(Insider),對學生有陌生化學習的疏離感。因此,為讓學生能更自主透過「局外人」與「局內人」的雙重位置與其自由切換的理解觀點,指定學生必須以此為學期主題報告-「我的大學城,我的足跡故事」的敘事位置。為了讓學生能更深入局外人與局內人之於地方所形成的微妙關係,課程以活動設計與問題導向的方式,引進四位返鄉青年的地方實踐經驗,作為個案教學的內容。透過教學活動策略的設計,將四位返鄉青年定位為課程的青年導師(非共授教師),為學生引進「青年返鄉」的身份視角,分享導師個人成長歷程之於地方所形成的局外人與局內人的特殊意識,以及他們如何從一開始的「返鄉」的局外人轉換成「在地」的局內人,進而幫助地方改變的真實經驗。這個教學設略的設計主要是為了引導學生可以同理或進一步反思個人或小組如何從「大學城」的消費行為者,漸漸調整為「生活共同體」的成員意識。本論文認為地方實踐經驗個案的設計教學內容,不同於一般課程演講與互動,而是可以幫助學生預備「進入地方」與深入觀察、問題探究的連結學習,藉由連結學習,引發學生更能自覺使用局外人與局內人的雙重敘事位置觀察「大學城」,並透過青年導師們所提供的經驗故事與論述,反芻於觀察自己/小組在「大學城」的生活足跡,並能積極探討「文化生活地方」與「文化生活空間」的敘事建構與意義形成。 |
| 英文摘要 | This study is succeeded to the former serios researches of "University Town Context Teaching applied into "Language and Rhetoric" course that is flipped it's the traditional teaching as the approach about literary knowledge and practical writing. It is based on Participant Observation and revealing a fact that students can't understand they can both be the outsider and the Insider as the member living in the University Town. Therefor they are assigned a report as "The View of our footprint story in University Town". For guiding students to have their understanding as the outsider and the insider. There are some useful teaching strategies applied by design. In this study, one of them is experience case teaching which is dominated by the 4 mentors of the youth course as the speech activities in the first time. Then these speeches contents are designed as 4 case studies which are applied to the course teaching context to help students to have their own key experiences to enter a place as both the outsider and the Insider, also adding a very special Identity as the Youth returning hometown. This strategy design works for guiding students have their understanding or self-reflection how to out of their frame to be a consumer in the beginning of taking this course and to adjust themselves to aware of being as a living member in University Town. As a result, the application of the 4 youth mentors' experiences as the strategy design can work and benefit for students to prepare themselves connecting with the place. It also to have advanced learning to observe and rebuild their narrative through the consciousness of living cultural space or place. |
本系統中英文摘要資訊取自各篇刊載內容。