串接理論－實務－社會實踐課程設計的綜效分析

過去在領導相關的課程中缺乏整合應用的課程設計，致使學生無法學習程序性知能，且所學與產業及社會需求脫節。因此本課程為提升學生學用合一與社會責任知覺，採「問題導向學習」教學法，在領導課程中設計為整學期需共同解決的「問題」，並加入企業參與，共同帶領學生進入社會場域，共同提出解決方案。採行動研究法，搭配課程助教與企業代表，共同帶領17位修課學生，針對鄰近高齡化社區，共同企劃銀髮長者戶外健走活動。透過小組分組、團隊建立、企業及場域需求調查、活動籌畫與設計、以及行銷宣傳與活動實施，學生實際操作並經歷領導課程蘊含的要義。過程中透過多元資料的蒐集，包含學生課程回饋、學生訪談與觀察、助教訪談與會議紀錄、以及教師教學手札等，搭配問卷調查與教學評鑑成果，發現達到「學以致用」、「產學合一」、「社會實踐」以及「培植軟實力」等目標。

關鍵字

學用合一；社會實踐；問題導向學習

並列摘要

Past leadership courses have not integrated application in their curriculum design, which prevented students from learning procedural expertise. Students were often out of touch with industry and social demands. Thus, to enhance students' integration of learning and application as well as their awareness of social responsibility, this course adopts the ＂problem-based learning＂ method and is designed to present ＂problems＂ to be solved collectively as a team throughout the semester. Businesses are invited to participate and lead students into social environments to propose solutions collaboratively. The study applies the action research, connecting teaching assistants with business representatives in leading 17 students of the course to plan outdoor walking activities for the elderly in neighboring aging communities. Through group work, team building, business and industry demand surveys, event planning and design, marketing, and event execution, students can run the programs themselves and experience the essential meaning of the leadership course. In the process, a diversified range of data is collected, including student feedback on the course, student interviews and observations, teaching assistant interviews and meeting minutes, and teachers' notes. Together with the outcomes of questionnaire surveys and teaching evaluations, results indicate that the course successfully achieves the goals of ＂application of acquired knowledge,＂＂industry-academia collaboration,＂＂implementation in society,＂ and ＂cultivating soft power.＂