- 期刊
以地方教育為核心之教學設計與實踐：以「地方閱讀與敘事」課程為例
Instructional Design and Practice with Place Pedagogy as the Core: Taking the "Local Reading and Narrative" Course as an Example
摘要
本研究以中部某大學之「地方閱讀與敘事」課程作為研究案例，此課程為通識教育課程，為拉近大學生對於地方教育之學習熱忱，於課程導入目前廣受關注及運用之Podcast作為敘事工具，引導學生以學校周邊之海線地區八個行政區作為探索場域，以小組模式進行資源盤點與主題探究，並運用Podcast模式，製作輕薄短巧之主題節目。此課程於110學年度首度創課，邁向111學年度，持續於既有教學成果基礎下，進行精進與優化，以能引導學生進行以地方資源及議題探究為核心之持續性學習。本研究採取行動研究法，針對111學年度第一學期及第二學期之三個班級，進行以地方教育融入通識教育課程之教學精進行動研究。比較兩個學期之學生學習成果，111學年度第二個學期相較於第一個學期，無論於地方知識、敘事技能與地方學習態度等三大學習面向，皆有具體增長，惟有關節目腳本設計與口語表達，仍應再繼續深化與精進。另為提升Podcast節目之地方知識內容，除收集多元二手資料，進行深層閱讀，111學年度第二學期，也鼓勵各小組可透過現地調查或地方人士訪談，掌握更多一手觀察資料，並能豐富與深化Podcast節目之地方知識內容與議題探討深度。總結而言，經由於大學通識教育課程推動地方教育，將有助於學生更加認同自身家鄉，以及大學學習場域，透過將地方知識教學，結合Podcast節目製作，確有助於此一教學目標之推動與發展，並經由111學年度之兩階段行動研究，達成建立地方教育之教學模組、深化Podcast節目之製作知能、提升對於地方教育之認同感及參與度等三項研究成果；展望未來，期能持續精進教學設計與實踐，並能引導學生投入大學社會責任或其他社會參與式學習，開啟未來邁向青年返鄉或地方創生之生涯發展的多元可能性。
並列摘要
This study uses the "Local Reading and Narrative" course at a university in central Taiwan as a case study, which is a general education course. In order to draw college students' enthusiasm for learning place pedagogy, the Podcast, which is currently widely concerned and used, was introduced into the course as a narrative tool. The teacher of the course guided students to use the eight administrative districts around the school as an exploration field, conducted resource inventory and theme exploration in group mode, and used the Podcast mode to produce light and short themed programs. This course was first launched in the 110 academic year. Moving Towards the 111th academic year, this course continued to be refined and optimized based on the teaching achievements of the 110th academic year. The teacher guided students to use local resources and issues inquiry as the core of continuous learning. This research adopted the method of action research, aiming at the three classes in the first semester and the second semester of the 111 academic year, to carry out intensive action research on the teaching of integrating place pedagogy into general education courses. Comparing the student learning outcomes of the two semesters, ,what was accomplished in the second semester showed concrete growth in the three learning aspects of local knowledge, narrative skills, and local learning attitudes. Program script design and oral expression should continue to be deepened and refined. In order to improve the local knowledge content of Podcast programs, except collecting multiple second-hand materials and conducting in-depth reading, in the second semester of the 111 academic year, the teacher encouraged each group to obtain more first-hand observation data through on-site investigations or interviews with local people. It can enrich and deepen the local knowledge content and topic discussion depth of Podcast programs. In summary, the promotion of place pedagogy through general education courses in the university helped students identify more with their hometown and the university learning field. By combining local knowledge teaching with Podcast program production, it indeed helped the promotion and development of the goal, and through the two-stage action research in the 111th academic year, three research results have been achieved, including establishing a teaching model for place pedagogy, deepening the production knowledge of Podcast programs, and enhancing the sense of identity and participation in place pedagogy. In the future, it is expected to continue to improve teaching design and practice, and to guide students to engage in university social responsibility or other socially participatory learning. Besides, it could open multiple possibilities for future career development towards youth returning home or local regeneration.