近來高等教育蓬勃發展,隨著大學的增設,社會對提升大學教育品質的呼籲也愈來愈多。大學教育除了追求專精的知識,也強調啟發與探究,培養具有批判思考及解決問題能力之優秀人才,然而如何才能達成此目標,其中不容忽視的重要面向為確保教學的品質,尤其是透過有效的教學方法,使學生確實達成學習目標。大學中的教學較中、小學更趨向採取開放的探究式教學,然而此類教學缺乏明確的結構體系,許量的方式也少講究其信效度,教學的品質較受質疑。因此,為提升大學教學的品質,實有必要對大學教學的方法加以研究,建構系統性的教學模式。源自於經驗學習理論的行動學習為一連串學習與反思的連續過程,藉由同僚團體的支持,致力於真實議題的討論及完成任務。此理論凸顯學習過程中的個人認知、後設認知與行動間的互動關係,承續了認知、社會建構的學習理論觀點,強調學習者的主體性及自發的探究,頗符合高等教育的屬性及目的,因此,本研究於文中介紹行動學習理論及其在高等教育的應用,並以此為基礎建構「行動─反思、教學模式」。
The promotion of innovations in higher education Through the improvement of the quality of instruction will be recognized a core teaching method. A higher standard of teaching will unlock the potential of students by enhancing the development of cognition and metacognition. According to research, action learning sets have been a recognized mechanism for ensuring deep and effective learning. It provides the structure, process, and time for learners to adapt to and allows them time to reflect upon their existing knowledge, and improve their dialogue with each other for problem solving or thematic inquiry. Action learning was ordinarily used as a learning group within courses without the specific teaching steps, so the purpose of the research is to explore the theory of action learning and its application in teaching in university. A teaching model based on action learning is also constructed for teaching practice, and the content analysis was employed in this study, too.