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「中華民國憲法」課程教學在通識教育中的挑戰與因應-凱勒(J. M. Keller)的阿課思(ARCS)模型應用-

Challenges and Responses of "The Constitution of The Republic of China Teaching" in General Education: the Application of Keller's ARCS Model

摘要


台灣歷經了1990年代因多次憲法修改的民主化過程所引起的政治紛亂,讓一般公眾對於中華民國憲法本質與價值產生了質疑。在此情況下,使得校園中有關民主素養的「中華民國憲法」教學,特別是屬於通識課程領域之課程教學,受到更多的挑戰。例如,學生修習此課程時動機不強、興趣不大,連帶地學習效果亦較為薄弱。憲法是人民權利保障書,在民主國家中它的重要性是不證自明的。再從現實的角度而言,「中華民國憲法」亦是學生想成為國家公務員的必考科目,做為該科任課教師,如何在此困境下,提高學生學習興趣與效果,更是內心中一個想急待突破的任務。本論文研究的動機與目的是提出「中華民國憲法」課程教學的困境,並提生硬的「中華民國憲法」課程在教學上的策略,以激發學習動機,增加自信心與學習效果。在做法上是經由介紹教育學上激發學習動機的凱勒(J. M. Keller)的阿課思(ACRS)模式的四個群組:注意(attention)、相關性(relevance)、信心(confidence)與滿足(satisfaction)的動機理論與教學實務相對應,進而提出教學方法的建議。囿於研究領域,本論文以描述性之實證研究,而非以純教育學比較教學理論的研究方法呈現。只是陳述阿課思(ACRS)模式教授憲法之經驗與過程,以就教於同業,盼能對有先天教學困境,卻也是對公民教育的我國憲法教學有所貢獻。

並列摘要


Due to the political chaos in the process of Taiwan's political democratization over the past 20 years, which included several constitutional amendments, the public has come to doubt about the essence of Constitution of the Republic of China (Taiwan). Under these circumstances, the subject of Constitution, in particular as one of the general education courses, has been facing severe challenges. For example, considerable students who take Constitution as a general course, have low motivation and little interest that greatly affect learning result. However, a democratic constitution is always gifted with the function of protecting human rights. The importance of the constitution is self-evident in modern democratic countries. On the other hand, the constitution knowledge is also a requirement for the students who plan to be government employees. Professor J. M. Keller of the Florida State University has proposed "The ARCS Model" for stimulating the motivation of learning. Therefore, the author of this essay applied Keller's "The ARCS Model" to institute a descriptive study on teaching strategies which are expected to be feasible for stimulating students' interests in learning the subject of Constitution. Herein, based on the experience of teaching the course of Constitution for more than 20 years, the author found that as an elected course not assigned a favorite time for students to take classes, the course still attracted many students. It has showed the association exists between "the ARCS Model," students' interests and their motivation of learning.

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