- 期刊
課程從零到慕課的路程－以「心理與生活」為例
The Process from Zero to MOOC: Taking ＂Psychology and Life＂ as an Example
摘要
本文以「心理與生活」為例，分析新課程開設與數位學習需求之轉化。其課程形成如下：本課程以心理學為基礎，期望學生能將之用於生活，首先在心理學內容選擇，參考大學心理學教科書與其他大學該課程的教學大綱，再整理大學生生活壓力，期望兩者間能有呼應。依上所述，課程選擇內容如下：課程概論、性格與自我、情緒與壓力、壓力因應歷程、自我與認同、社會影響、人際溝通、情感發展、生涯發展、心理疾病與調整、正向心理。教學實施與反省方面。一、教學實施：以短影片開場、二分鐘學習回顧、以核心主題結構化教學內容、以課堂練習活動進行教學整合；二、教學反省：前三週遠距上課影響教學即時調整、十分鐘短講不易、教學主題淺嘗無全貌、網路資源挑戰教學；三、期末回饋：部分學生未能明確指出心理學的學習對生活壓力或者是其他生活方面有幫助。在數位學習方面，以慕課學習方式，針對實體課程未能達成的教學設定，如知識實用化與知識深化，提供進階與補充。
並列摘要
This article takes ＂Psychology and Life＂ as an example to analyze the transformation of a new course and digital learning needs. The curriculum is formed as follows: This course is based on psychology, and it is expected that students can use it in their lives. First, select the content of psychology, refer to university psychology textbooks and the syllabus of the course in other universities, and then sort out the pressure of college students' life and expectations. There is a correspondence between the two. Based on the above, the course selection contents are as follows: course introduction, personality and self, emotion and stress, pressure conditioning process, self and identity, social influence, interpersonal communication, emotion development, career development, mental illness and adjustment, positive psychology. Teaching implementation and reflection. 1. Teaching implementation: start with a short video, a two-minute learning review, structure the teaching content with core themes, and integrate teaching with classroom practice activities; 2. Teaching reflection: the first three weeks of online learning will affect teaching and adjust immediately, ten minutes short speech is not easy to do, the teaching topic is not fully understood, and the online resources challenge teaching; 3. Feedback at the end of the term: some students fail to clearly point out that the study of psychology is helpful for life pressure or other aspects of life. In terms of digital learning, MOOC is used to provide advanced and supplementary teaching settings that cannot be achieved in physical courses, such as knowledge practicality and knowledge deepening.
參考文獻
延伸閱讀
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