社會關懷課程設計曁不同期末評量方式呈現評量結果之探究：以中興大學通識課程為例

A Study of Social Care Course Design and the Evaluation of Learning Outcomes under Different Final Assessment: Taking two Classes of General Education at National Chung Hsing University as an Example

賴淑蘭(Shu-Lan Lai) ； 吳佳虹(Jia-Hong Wu)

《通識學刊：理念與實務》 8卷2期 (2020/10) Pp. 71-105

https://doi.org/10.6427/JGECP.202010_8(2).0003

摘要

大學社會關懷課程設計會隨著授課教師的人生經驗與專業知能而異，本課程授課教師為後天失明者，因此設計課程以復健諮商為主軸，輔以聯合國身心障礙者權利公約的理念，包含了破冰活動、環境及態度障礙、黑暗教室體驗、我國法規簡介、聯合國相關宣言及公約、輔助科技、認識視覺障礙者、認識肢體障礙者、復健諮商九個主題。本研究以便利取樣選取中興大學兩班共計117位選修「社會關懷」大學生參與體驗式教與學，只有在期末評量設計有異，A班學生以傳統紙筆測驗、B班學生以期末專題研究評量學習成效。以t檢定及內容主題分析比較兩班學生學習成效發現：學生的平時表現、期中報告及反思並無顯著差異，但在期末評量及總成績則有顯著差異，B班學生的期末報告展現了深入的觀察、多元的構念和倡議，能呼應了聯合國身心障礙者權利公約的內涵，如不歧視、提高認識、無障礙等。本研究的結果建議大學通識教育教師在設計課程安排體驗式教與學的教學設計及採用個人期末報告為評量方式，較能讓學生們將課堂所學實踐於社會關懷意識與行動。

關鍵字

世界飲食文化遺產 ； 專題導向學習法 ； 學習動機 ； 餐飲專業英語

並列摘要

Social care course design in university, which is varied with the life experience and professional knowledge of the instructor, is formed mainly in rehabilitation counseling and referring to the UN Convention on the Rights of Persons with Disabilities. It includes nine themes of icebreaking activities, environmental and attitude barriers, dark classroom experience, relevant Taiwan regulations, UN declarations and conventions about rights of disabilities, assisted technology, person with visually impaired, person with physically impaired, and rehabilitation counseling. This study took two classes of social care course of general education at NCHU, totally 117 undergraduate students, as convenience sampling. Under t test and qualitative data analysis, there were no significant differences between the two classes in their usual performance; mid-term reports and reflection. However, there were significant differences in the final assessment and total score. The content of individual final reports of class B is more appreciative. In many final reports, diversified conceivability, in-depth observation, advocacy and response to the connotation of the UN Convention on the Rights of Persons with Disabilities, such as non-discrimination, awareness-raising, and accessibility. According to the results of this study, we suggest the instructor of general education in university may adopt experiential learning in course design and use individual report as final assessment. On the sequence, students can apply what they have learned in the classroom to social care awareness and actions.

並列關鍵字

social care ； course design ； learning evaluation

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