跨域團隊創意實踐與自主學習的挑戰

跨領域創意教學的挑戰，不僅是集合一群不同專業領域的學生，而是如何組合跨域團隊並共同實踐創意。本研究欲探究教學中師生的權力關係改變，由教師主導模式轉為共學共創之創新教學。結果發現，實施過程中，師生雙方雖均曾感到衝突及壓力，但在「共同的價值主張」下，逐漸轉變至團隊創意實踐及自主學習的狀態。從課程實施的成果來看，「跨域團隊分組」需考量任務屬性、目標設定與成員間默契；而在動態調整的過程中，學生感受到的模糊性、壓力、團隊溝通衝突是真實世界中的體驗。本文教學者試圖讓學生從團隊創意實踐中，逐漸產生自主學習及即興創作創意。

關鍵字

自主學習；創意能力；跨域團隊協作

並列摘要

The challenges of interdisciplinary teaching are not only how to convene a group of students from different professional fields, but also how to ＂integrate＂ interdisciplinary teams to inspire ideas and work together. This study intends to explore the change in teacher-student power relationship in teaching, and try to change from teacher-led teaching to innovative teaching created through co-learning. Research found that although teacher and students both feel uncomfortable, conflicted, and stressed, this course gradually changes to the state of team creative practice and independent learning (under the ＂common value proposition＂). From the results of the curriculum implementation, the interdisciplinary team grouping needs to consider the task attributes, goal setting, and tacit understanding between members. In the process of dynamic adjustment, the ambiguity, stress, and team communication conflicts that students experience are real-world experiences. The teacher tries to strip the vacuum environment in the classroom, and let the students gradually develop autonomy, self-regulated learning, and improvisation from the team's creative practice.