- 期刊
團隊導向學習法導入跨領域通識課群的教學實踐－由歷史、文學與環境探討桃園埤塘的前世與今生
Teaching practice of the interdisciplinary general education course by infusing the Team-Based Learning approach --- Study on the past and the present time of irrigation ponds in Taoyuan area based upon history, literature and environment perspective
摘要
本課程由歷史、文學與環境三面向探討桃園埤塘的前世與今生。課程採用團隊導向學習法（Team-based Learning），以田野調查（Field Research）及口述歷史（Narrative History）等方式，跨領域整合埤塘與台灣歷史、埤塘與台灣文學、埤塘與環境發展三個領域。課程規劃包括資料蒐集、實境探勘、耆老訪談、田野調查，文學創作，影片製作，共同聚焦於認識桃園埤塘的重要性。透過「認知、情意、技能」的教學理念，培養學生「邏輯思辨」、「溝通表達」、「問題解決」、「鑑賞美感」、「探索創造」等多元核心素養。本課程帶領年輕的學子們在欣賞桃園埤塘之美的同時，能與歷史記憶、詩文賞析和生態保育有所接觸，促使他們重視埤塘存在的價值，進一步加入保護埤塘的行列。課程執行過程中，學生蒐集埤塘相關資料、多次造訪埤塘、參與議題討論、從事詩文創作、製作影片等工作，獲致了十分豐碩的收穫。本課程以團隊為學習單位，研究結果顯示，課程中採用「個人準備度測試（IRAT）和「團體準備度測試」（TRAT），確實能顯示團隊合作的優點。教師設計的Rubrics 評量尺規，適合跨科別的多位教師共同授課時，將評量的方向趨向一致，且對於評量學習態度、團隊合作、溝通能力這類較缺乏固定、通用的驗證方式時，提供了傳統僅有量化分數的另一種評量方式，可幫助教師較為客觀的了解每位學生的學習成效。課程結果顯示團隊導向學習法確實能提升學生的學習動機和成效，增加學生的集體思考與互動能力，是值得進一步研究和推廣的教學方式。
並列摘要
This study focuses on the interdisciplinary practice of the general education course project -＂Exploration of the past and the present time of irrigation ponds in Taoyuan area based upon history, literature and environment perspective.＂ Based on the Team-Based Learning approach, this course chose the way of field research and narrative history to integrate three fields of Ponds and Taiwan history＂, ＂Ponds and Taiwan literature＂ and ＂Ponds and environment development＂. The planning of such course includes data collection, real exploration, narrative history, field survey, creative writing, film making etcetera in order to recognize the importance of Taoyuan irrigation ponds. Via the teaching philosophy of ＂cognition, passion and skill＂, this course tries to cultivate students with multiple cored literacies in ＂logical speculation＂, ＂communication expression＂, ＂problem solving＂, ＂appreciation of beauty＂ and ＂creativity exploring＂. In addition to lead young students to enjoy the beauty of irrigation ponds in Taoyuan, this study can help them to keep in touch with historical memory, poetry appreciation and ecological conservation so as to attract their attentions to realize the existence meaning of these ponds and join the rank of the protection of these ponds. During the process of class execution, we collected relevant information, visited these ponds, participated in the discussion of the topic, engaged in poetry creation and film production and so on, resulting in a very fruitful achievement. Based on the team as a learning unit, the results show that the use of the ＂Individual Readiness Assurance Test＂ (IRAT) and the ＂Team Readiness Assurance Test＂ (TRAT) in the course can show the benefits of teamwork. The ＂Rubrics＂ scale designed by teachers is suitable to maintain a consistent direction of assessment for cross-disciplinary teachers' co-teaching while it also provides another way of assessment in contrast with traditional score assessment. The ＂Rubrics＂ scale can help teachers more objectively understand each student's learning outcomes such as the attitude of learning, teamwork, communication skills which are lack of regularly and common authentication method. The results of the course show that the ＂Team-Based Learning＂ (TBL) method can indeed improve students' learning motivation and effectiveness, and significantly increase the students' collective thinking and interaction ability. It is positively worthy of further study and promoting as a way of new teaching methods.