從課程經營實踐「大一新生教育」之教學實務研究

A STUDY OF THE INSTRUCTIONAL PRACTICES OF COURSE MANAGEMENT IN THE FIRST-YEAR EXPERIENCE

杜念慈(Tu Nien-Tzu)

《南亞學報》 37期 (2017/12) Pp. 352-372

摘要

近幾年來大學入學管道的多元化，以及指考分發近九成九的錄取率，我國的大學教育儼然已從菁英教育轉型成為大眾教育。在此同時少子化現象之發酵，使得大學招生日益激烈之外，各校無不積極推動新生訓練與輔導，希望有效留住新生並減少輟學率。因此，針對剛剛結束高中生活的大一新生，在面對與之前截然不同的大學教育，如何協助他們順利適應大學的學習生活是一個既重要又迫切的課題。本研究乃針對大一新生進入大學校園後，從課程經營展開一系列學習技能養成之課程學習。希冀藉由課程學習過程實際操作大學教育各項必備學習技能，訓練大一新生獲得課程相對應之學習技能，使其得以順利銜接與適應大學課程之學習生活。本研究採用質性研究參與觀察法。針對105學年度大一新生展開「大一新生教育」之教學實務研究。從課程經營、分組機制、主動學習等相關課題，探究「大一新生教育」所應具備的各項學習技能，藉以釐清一系列課程所相對應的教學策略與實施方案。本研究之初步研究發現：（一）大一新生於課程結束後覺得自己已經具備「基本文書處理、簡報製作，以及講義重點彙整」等學習技能；但還需加強「口頭發表技巧與議題論述方式」等學習技能。（二）大一新生針對分組機制以自己有興趣之課程單元作為分組依據感到新鮮，但對於有無設定組長這個團隊角色則是存在著既定印象與矛盾情節。（三）大一新生對於課程設定有主動學習之時間給予肯定。

關鍵字

課程經營 ； 大一新生教育 ； 主動學習 ； 陪伴教學

並列摘要

This study focuses on first-year college students and examines the use of course management to develop a series of curricula for the cultivation of study skills. The aim is to make use of the curriculum learning process to put into practice various study skills required for college education. The students acquire study skills applicable to their respective curriculum, so that they can successfully transition and adapt to the curriculum and academic life in college. Qualitative research and participant observation methods were used in this study on the teaching practicum of the ＂First-Year Experience＂ (FYE) program for students enrolled in the 2016 academic year. The various study skills that the program intended to impart to students were explored through several related topics, including course management, grouping system, and active learning. Preliminary findings of the study are as follows. (1) Upon completion of the FYE program, the students felt that they had acquired various study skills including ＂basic document processing, report preparation, and compilation of the main points at lectures.＂ However, there was the need to strengthen their ＂oral presentation skills and approach to discussing issues.＂ (2) Students found the grouping system concept refreshing, especially since this was done on the basis of the curriculum units that they were interest in. They had preconceived but contradictory notions on whether there should be group leaders. (3) There was strong affirmation for the active learning sessions scheduled during the program.

並列關鍵字

Course Management ； First-year Experience ； Active Learning ； Accompanying Teaching