我的大學我負責：探討大學之學習與生活治理

Being responsible for my own college life: Exploring college students' capacity in managing their learning and everyday living in the young adulthood

黃淑玲(Shu-Ling Huang)

《高醫通識教育學報》 17期 (2022/12) Pp. 141-169

摘要

本文旨在探討大學生初入獨立自主的成年生活所面對的困境與挑戰，並藉由案例通識博雅課程「學習與生活」幫助修課者體會學習與生活治理，進而產生「我的大學我負責」的影響為何。本研究問題有二：（一）Ｚ世代大學生進入新階段的學習與生活，究竟面臨什麼困境或挑戰呢？（二）以「我的大學我負責」為學習目標，學習者透過課程設計達成學習目標的情形如何？本研究以案例課程在110學年度之選修且獲得學分者為研究對象（n=82），將其小組合作成果與個人心得寫作進行質性分析。研究發現：一、概念圖闡述大學生活是一個不斷調適、邁向未來職涯的轉化歷程；二、Z世代面臨的多重困難與挑戰啟源於家庭關係、大學總體與職涯焦慮等皆有之；三、世紀之疫考驗Z世代在混成學習中的自率與自律雙拼能力。總體言之，研究對象藉由小組合作體驗「我的大學我負責」與相關內涵，個人心得寫作是反思挑戰與突圍的途徑；書寫中亦發展出歸屬感與認同之觀點，體會課程學習歷程是探索治理的過程。研究建議大學教育回歸學習者之需求探究，而教學者宜理解學習者初入成年生活所面臨得困境與轉化的過程。教學省思更以「我的教學我負責」呼應本文主題，提出教學之「實踐－教學－研究」循環歷程。文末提及研究限制應思考研究結果之適用範圍。

關鍵字

素養 ； Z世代 ； 通識 ； 教學 ； 質性

並列摘要

This present study aimed to explore types of hardship and challenges that college students as young adults may encounter in college lives, and how they have managed learning and living that eventually developed into the belief in "being responsible for the college life of my own" through the course design of 'Learning and Living' in general education. The research questions are two-fold: Firstly, what difficulties and challenges have the students as Gen Zers had to live with once their college lives started? Secondly, to what extent have the enrolled students achieved the learning goal of "being responsible of my own college life" through the design of the course under study. Research subjects included 82 students enrolled in and successfully credited by the course in the school year of 2021. Results show that: 1) the nature of college is a process of constant adjustment and adaptation as elaborated in the developed conceptual framework. 2) Challenges arise from family relationships, college learning as a whole and anticipated career path for future. 3) The COVID-19 pandemic challenges the dual-capacity of self-pace and self-regulation in learning. In general, teamwork enhances the lived experiences of being responsible for one's college life and the associated details in context. Adaptation and transformation are possibly made through teamwork in class and reflective writings of individuals. A dynamic framework of "being responsible for my teaching" responds to the learning goal of the article title, and illustrates the process of instructional design, teaching practice, and the inquiry of the course design as the feedback loop. Research limitations are also suggested for future research.

並列關鍵字

competence ； Gen Z ； general education ； teaching and learning ； qualitati