以轉化學習提升大學生之公民素養

Enhancing Good Citizenship of College Students through Transformative Learning

10.6360/TJGE.201512_(16).0003

陳玲璋(Ling-Jan Chen)

自我決定 ； 投入與涉入 ； 後設認知理論 ； 轉化學習 ； 體現文化認知 ； self-determination ； engagement and involvement ； metacognition theory ； transformative learning ； embodied cultural cognition

通識教育學刊

16期（2015 / 12 / 01）

73 - 94

繁體中文

鑑於培養大學生公民素a養的效能與轉化學習具有密切關連，本研究針對轉化學習之概念與運作過程，進一步以後設認知理論為主軸，並結合投入、涉入、自我決定以及社會文化體現認知等相關理論，提出「提升公民素養之轉化學習參考架構」。首先闡述後設認知學習鷹架對轉化學習的導引性；其次，析言學習者學習過程：始自情境投入，輔以涉入契合度，繼而提升心靈投入，乃至引發自主性學習動機並轉化認知／情緒／行為基模，終臻體現與實踐。使得培養與提升大學生公民素養之目標，經由轉化學習而確實達成。

With an eye to the significant impact generated by transformative learning on cultivating college students’ good citizenship, the current study integrates relevant theoretical conceptualizations and empirical verifications to propose a referential framework of transformative learning for enhancing good citizenship. With metacognition theory as the basis, the framework further elucidates how transformative learning can be optimized by involvement, engagement and autonomous learning motivation, which consequently transforms the cognitive/emotional/behavioral schema into the embodiment of good citizenship practices.

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