跨域整創體驗學習：文化體驗課程模式研究

Interdisciplinary Learning from Experience to Achieve Integrated Innovation: Research on the Curriculum Modular for Cultural Experience

于國華(Yu,Kuo-Hua)

文化體驗 ； 課程設計 ； 問題導向學習 ； 專案導向學習 ； 跨域整創體驗學習 ； cultural experience ； curriculum design ； problem-based learning ； project-based learning ； Interdisciplinary Learning from Experience to Achieve Integrated Innovation

文資學報

15期（2023 / 12 / 01）

63 - 101

繁體中文;英文

本研究源起，在於如何讓文化體驗成為有效學習的課程。研究歸納104年至109年以兩個鄉村為教室的集中式課程經驗，整合「問題導向學習」、「專案導向學習」以及「翻轉教室」等方法，融入跨領域自主學習、社會情緒學習以及隨創理論（bricolage），發展得到「跨域整創體驗學習」課程模組。接續在111年及112年實踐中，研究者以參與觀察法紀錄學生學習經過，並以問卷、學生自我評量表為分析工具，評估學生學習成效。研究成果顯示，「跨域整創體驗學習」達成原先預期，在文化體驗現場提供學生融合跨領域知識、透過指定作業要求完成自主學習，甚至願意為了在課程中認識的鄉村問題付諸行動。

The origin of this study is how to design an effective learning curriculum from cultural experience. Summarize the experience of courses in rural areas from 104 to 109, and integrate methods such as "problem-based learning", "project-based learning" and "flipped classroom", and integrate the purposes of cross-disciplinary self-directed learning, social-emotional learning and "bricolage", the course design module of "Interdisciplinary Learning from Experience to Achieve Integrated Innovation" has been developed. In 2022 and 2023, researchers used participant observation methods to record students' learning processes, and used questionnaires and student self-evaluation scales as tools to evaluate students’ learning outcomes then collected feedback. The results proved that "Interdisciplinary Learning from Experience to Achieve Integrated Innovation" has achieved original expectations. Students can complete independent learning through projects and integrated cross-domain knowledge at the cultural experience site, and even be willing to take action on rural issues.