「ADDIE模式」及「SCOTEAM教學要素」在大學課程的教學設計之應用：以大學「教學原理」課程為例

Applying the ADDIE Model and SCOTEAM Instructional Elements in the Teaching Design of a Theory and Practice of Teaching Principles of Instruction University Course

大學師資培育課程中的「教學方法類課程」之教學設計相較於其他課程更為重要，因此類課程即在教導學生教學的相關理念與技術。一般大學教師在教學設計時可能會依據過去的學習經驗，或者根據自己對課程的理解而進行教學設計，此種偏向經驗法則的教學設計，易產生缺乏完整性與系統性的問題。因此，本研究旨在探討如何以ADDIE（分析、設計、發展、實施、評估）模式及SCOTEAM（學生、內容、目標、教師、環境、評量、方法）教學要素，系統性地進行大學課程之教學設計，並分析實際運用後之評量結果。本研究以大學師資培育課程中的「教學原理」課程為對象，以ADDIE模式為教學設計的基礎，並搭配SCOTEAM教學要素，進行兼具完整性與系統性的「教學方法類課程」之教學設計，在執行的過程中透過資料蒐集進行教學設計的省思與修正，並以期末的學生學習回饋作為評量結果之依據。由本研究之形成性評量及總結性評量之結果可知，學生對於課程的學習歷程與結果有正向的回饋，因此，將ADDIE模式結合SCOTEAM教學要素進行師資培育課程之教學設計，可協助大學教師更有系統地進行教學設計。

The instructional design of teaching methodology courses in university teacher training programs is more important than that of other courses because such courses teach students the fundamental concepts and methods of teaching. University teachers may base their instruction on their learning experience or understanding of the course. This type of instructional design is biased toward the rules of experience, which results in a lack of integrity and systemic problems. This study demonstrated how to systematically teach university courses by implementing the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model and SCOTEAM (Student, Content, Objective, Teacher, Environment, Assessment, and Method) instructional elements and also analyzed students’ feedbacks and learning results to confirm the validity of ADDIE and SCOTEAM practicing in university courses. The ADDIE model and the instructional elements of SCOTEAM were used as the basis of the instructional design of a systematic instructional theory and practice course in a university teacher training program. The data were reviewed to modify the course, and the students’ feedback at the end of the semester was used as the basis for evaluation. The results of the formative and summary evaluations indicate that the students had a positive opinion of the learning process and the course. Therefore, combining the ADDIE model and SCOTEAM instructional elements in teacher training courses can help university teachers systematize instructional design.