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  • 期刊

創新通識課程-國際關係新視角

Innovative General Education Curriculum -- International Relations in New Perspectives

摘要


本研究之目標在創新課程設計與教學方法。手機世代的大學生對於紙本閱讀興趣低落以並且平日較少閱讀國際新聞,以至於欠缺國際關係常識也對國際局勢漠不關心。本研究是基於近五年(2014-2018)同時在臺灣藝術大學與北二區夏季學院開設通識課程國際關係之教學實務經驗。有別於看電影學國際關係之教學方法,本研究主持人兼具國際關係博士以及多年國際新聞採訪經驗(其中1996-2001外派美國華府並且加入白宮記者團),近年來嘗試運用普立茲攝影獎作品,以得獎年序為橫軸,以該年的國際關係時空背景為縱軸,循序進導入對應之現實主義等國際關係理論。本研究之方法分為ABC三組,進行教學之實驗與對照,以驗證改變課程設計與改變教學方法對於學習效果之影響。研究成果一則運用普立茲攝影獎與國際關係多元教材,達到課程設計之創新,其次鼓勵同儕以DISK(討論-互動-小組本位-知識)教學方法之精進,進而深化學習成效。本研究發現教師風格與教學方法(運用DISK小組互動討論)均為影響學生學習成效之兩項重要變數。本研究於107學年度第二學期施教之觀察與比較,ABC三組學生對於同一教師進行相同主題之國際關係教學滿意度大同小異,各班滿意度均高,鮮少有普通或不滿意者。但是當比較教學方法時,實施DISK互動方法並且要求期末進行小組海報型反思的C組(週三3,4節),對於學習成效顯然相對滿意。其他兩組學生(A與B組)施以傳統教學方法(講授而不分組討論互動)之期末回饋顯示滿意教師教學風格但是對於教學方法的評價分歧。本研究具可複製性,國際關係教師們可運用互動式教學方法,適才適時的調整授課內容與進度,達到開拓國際視野與培養跨國移動力之教學目標。亦密切配合臺藝大深耕計畫之創新教學行動方案,提升學習動機與強化學習成效。惟教師個人教學風格各異,這是難以模仿複製之處,只能靠教學方法之精進與創新彌補之。

並列摘要


This article aims to reform curriculum as well as create new pedagogy. University students in Taiwan who are used to mobile device environment tend to be reluctant to read hard copies and rarely access to international news. These shortages results in collective attitude of indifference to world development. This article is based on five-year teaching experience in international relations (IR) as general education curriculum between 2014-2018 at both National Taiwan University of Arts (NTUA) as well as N2 Summer School. Unlike learning IR through films, this principal investigator, with multiple years of international news gathering experience and Ph.D. In diplomacy, applies Pulitzer Prize photos as horizontal axis and international background of the year as vertical axis to dialogue with IR theories. This article launches experiments by teaching three classes with different curriculum design and pedagogy. Expected article outcomes include curriculum reform by integrating Pulitzer prize photos into IR teaching material and pedagogy innovation through DISK approach (discussion, interaction, small-groups, and knowledge). This article finds that teacher's teaching style and teaching method are two crucial variables influencing students' learning performance. Based on the observations and comparison of three groups (ABC) of the second semester 2018, all three groups of students are largely satisfied with the same teacher's teaching topics on international relations. But the differences of teaching methods influence group satisfaction. The C group (10am-12 noon of Thursday morning), which is required to implementing DISK peer interaction and semester-end poster presentation, is significantly satisfied with learning performance compare with two other groups (A and B). Groups A and B are happy with teacher's teaching style but their assessment on the teaching methods vary and diversify. The article outcome is replicable by peer faculty in teaching IR. Students in NTUA can benefit from it by increasing learning motivations and empowering learning outcome.

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