「全球化與當代社會」通識課程設計與教學實踐：適應學生多元學習

大學生在教室內滑手機不聽課、在學習時思考力不足，已經形成教學場域的困擾。本教學實踐研究從探討通識課程全球議題文獻、統整多元智慧和學習風格理論，運用統整邏輯—數學智慧與學習風格的教學，連結生活經驗與興趣主題的學習，企圖讓教學者能更深層的引導學生用自己的學習風格學習和表現，促進學生認知自我學習風格與引發思考能力。本研究之課程主題為全球化與當代社會，採用設計教學法與多元評量，透過課程的行動研究，採取參與觀察法、調查法和文件分析法，收集質量資料並進行分析。研究成果包括：一、學生能認知自我學習風格，運用自我學習風格進行學習。二、學生學習思考能力能在課程的學習過程展現。三、學生的學習能達到課程目標。學生的回饋除了表達對該課程的滿意外，還認為同儕互評擴大學習視野，最重要的是學生對選此課程修習感到滿意。最後提出研究結論與建議，並提出教師引導學生學習旅程實踐模式。

關鍵字

同儕互評；多元學習；教學實踐；通識課程；學習風格

並列摘要

The issue of university students using smartphones, not paying attention in class and lacking thinking ability during learning has become a teaching challenge. This research in teaching practices explores global issues in the general education curriculum, integrates multiple intelligences and learning style theories, and employs an integrative instruction combining logical-mathematical intelligence and learning styles to connect learning with personal life experiences and topics of interests. The goal is to enable teachers to better guide students in using their own learning styles to learn and perform, and to promote students' cognitive awareness of their learning styles and stimulate thinking ability. The theme of the curriculum in this study is "Globalization and Contemporary Society." This study utilizes project methods and multiple assessments. Through action research, participant observation, surveys, and document analysis are employed to collect and analyze qualitative data. The results include: 1) students are able to recognize their learning styles and apply them for learning; 2) students' thinking ability are evident in the learning process of the course; and 3) students can achieve the learning objectives of the course. In addition, students not only express satisfaction with the course, but also believe that peer assessment expands their learning perspectives. Most importantly, students are satisfied with their choice of taking this course. Finally, the study concludes with suggestions and proposes a model for teachers to guide students in their learning journey.

並列關鍵字

peer assessment ； multiple learning ； teaching practice ； general education course ； learning styles

參考文獻

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劉豫鳳（2022）。全球素養融入專業課程之設計與實踐：以比較幼兒教育課程為例。課程與教學季刊，25（4），29-62。https://doi.org/10.6384/CIQ.202210_25(4).0002

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Kassah, J. K., Kemevor, A. K., & Gbadagba, G. (2019). Project method of teaching visual arts and teacher trainees content knowledge achievements in Ghana Colleges of Education. American Journal of Educational Research, 7(6), 381-385. https://doi.org/10.12691/education-7-6-1

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