從基礎到核心－課程、教學與學生學習的關係：以輔仁大學全人教育基礎課程為例

From the Foundation to the Core: Relationships between Curriculum, Teaching and Student Learning-Using the Foundation Courses of the Holistic Education at Fu Jen Catholic University as Example

郭維夏(Wei-Shia Kwo)

《全人教育學報》 7期 (2010/12) Pp. 1-30

https://doi.org/10.6272/JHE.2010.07.1

摘要

本研究主要採行文件分析探究輔仁大學全人教育基礎課程的規劃與實施情況，進而瞭解教師的教學狀況與學生的學習獲益，並從中得知轉換至核心課程的準備度。資料的蒐集聚焦於大學入門、人生哲學及專業倫理三門基礎課程相關文件紀錄，年限則以95至98學年度為主，而研究報告資料則不受年度的限制，因此，總計共得71筆資料。研究結果發現基礎課程的實施於95-96學年度較以教學精進為主，97-98學年度則著重課程重整，重新檢視與建構課程內涵，唯需再研擬具體性方案，而教師教學運用多元化策略，但較無法激發學生學習興趣，此外，學生較缺乏積極的學習動機與態度，是故，學習獲益程度將依個人學習狀態而不同，且教師的教學亦會有所影響。據此，基礎課程規劃、教師教學與學生學習獲益具有緊密關連性。依循結論，建議課程規劃上精實內涵，強化課程目標與單元的連結性，並規劃具體的細部措施，而教師方面則可持續精進教學方法，教學設計採學生需求導向，亦主動瞭解學生學習狀況及特質，藉以調整教學進程，最終，學生需培養個人積極正向的學習心態，方可在專業與個人的成長獲得最大的效益。

關鍵字

課程規劃 ； 教學設計 ； 學習獲益 ； 全人教育 ； 基礎課程

並列摘要

The purpose of the study was to explore the current condition on the design and implementation of holistic education courses by utilizing the method of documentation analysis at Fu Jen Catholic University. The aim was to understand the dynamics and connection obtaining between the pedagogy and the learning gains of the students as well as to know the readiness of transformation from the basic courses to core. The data collections were focused on three foundation courses, Introduction to the University Studies, Philosophy of Life and Professional Ethics, from the academic year 2006 to 2009. In addition, 71 research reports not circumscribed by the year of publication were also included.The results of the study found that the implementation of the foundation courses in the academic year 2006 to 2007 focused more on the improvement of pedagogy. With respect to the academic year 2008 to 2009, the remodification of the curriculum was the main emphasis which was the re-examination and restructuring of the content of the courses. However, there were more efforts should be put on developing specific programs. The results were also shown that teachers used multiple strategies in their but the students' learning interests still could not be aroused.Besides, the students were lack of intrinsic motivation and enthusiasm toward learning. Therefore, the extent to which the learning gains of the students was affected by their learning condition as well as by the implementation of pedagogy of the teachers. Based on the preceding, the design of the foundation courses, the implementation of pedagogy and the learning gains of the students were intrinsically interconnected.In the light of the findings, well-conceptualized course scheme and substantial contents, vibrant course objectives and inter-related lessons, as well as concrete and detailed methods need to be constructed. On the part of the teachers, they should forge ahead with trail-blazing pedagogy and design the courses with due attention to the needs of the students. The teachers also should actively recognize the learning condition and attributes of the students in order to adjust the teaching process to meet the needs of students. Finally, students should also enhance their positive learning attitudes in order for them to maximize the learning gains on personal and professional development.

並列關鍵字

curriculum design ； pedagogy ； learning gains ； holistic education ； foundation courses