「成果導向學習」與大學教學的品質提升：以中文學科的實踐為例

Outcome-Based Learning and the Quality Enhancement of University Teaching: The Practices of Chinese Teachers

10.6209/JORIES.2013.58(4).01

梁佩雲(Pamela Pui-Wan Leung)

大學教學 ； 成果導向學習 ； 多元評估 ； 建設性調準 ； 學習成果 ； university teaching ； outcome-based learning ； multiple assessments ； constructive alignment ； learning outcomes

教育科學研究期刊

58卷4期（2013 / 12 / 01）

1 - 35

繁體中文

「成果導向學習」是源自西方的教育理念，在中文學科實施的先例並不多見；要同一學系內全體教師參與先導實踐，更不是易事。為此，本研究報告的是一所香港高等院校中文學科的教學實踐經驗。通過對照修訂前後的科目教學大綱，輔以師生對教學嘗試的迴響，本研究採用質量並重的內容分析法，剖析「成果導向學習」對提升教學素質的作用。研究發現：「成果導向學習」強調落實學習成果、教學活動與評估的緊密聯繫，較傳統的教學模式更能為學生提供優質學習經驗。要維持優質課程，辦學機構必須支援教師的持續專業發展，並注意在追求素質保證與教師自主之間取得平衡；而教師則要不斷反思，調節教學安排，力求貫通課程各層面的預期學習成果，以訂定適量而有效的評估設計。

”Outcome-based learning” (OBL) is a western approach to education and has not been widely adopted in Chinese teaching practices. Few precedents of Chinese OBL programs have been found in the literature and engaging entire teaching staff in the same department for piloting this approach is difficult. Therefore, this study describes how a higher education institution in Hong Kong promoted OBL to Chinese students. We compared pre- and post-revision course outlines and feedback obtained from teachers and students in the experiment and adopted qualitative and quantitative content analysis methods to examine the effects of OBL on enhancing teaching quality. The findings indicated that the influence of OBL on the close alignment of learning outcomes, teaching activities, and assessments has facilitated improved student learning experiences more than traditional teaching approaches have. To sustain a quality OBL program, institutions should support the ongoing professional development of teachers and maintain a balance between quality assurance and teacher autonomy. In addition, teachers should consider their daily practices, adjust various teaching arrangements, ensure that expected learning outcomes based on various program aspects are aligned, and establish appropriate and effective assessments.

1. 吳清山、蔡菁芝(2006)。英美兩國教育績效責任之比較分析及其啟示。師大學報：教育類，51(1)，1-21。
   連結：
2. 黃源河、符碧真(2011)。揭開日本學生接觸表現背後的秘密：教學研究。教育科學研究期刊，56(4)，69-97。
   連結：
3. European University Association. (2008). Europe's new higher education landscape. Retrieved from http://www.eua.be/eua-work-and-policy-area/building-the-european-higher-education-area-bologna-process/
4. Biggs, J. (2004). Aligning teaching for constructing learning. Retrieved from http://www.heacademy.ac.uk/assets/documents/resources/resourcedatabase/id477_aligning_teaching_for_constructing_learning.pdf
5. Seigel, S. (2004). Constructive alignment: Biggs. Retrieved from http://www.resources.scalingtheheights.com/Constructive%20Alignment%20and%20Biggs.htm
6. Pauk, B. (2007). Student participation in developing outcomes: A survey of students majoring in European languages. Retrieved from http://lsn.curtin.edu. au/tlf/tlf2007/refereed/pauk.html
7. Kennedy, K. (2009). Outcomes based learning: Concepts, issues and action. Retrieved from http://www.ied.edu.hk/obl/files/OBLConcepts%20Issues%20and%20Action_Kennedy.doc
8. 吳傳慧（ 2011 ， 10 月 21 日）。成果導向教育重點非成績 在學習後擁有的能力。國立臺灣師範大學師大新聞。取自 http://pr.ntnu.edu.tw/news/index.php?mode=data&id=10828 【 Wu, C.-H. (2011, October 21). Focus of outcome-based education not on results, but on competence nurtured. National Taiwan Normal University News. Retrieved from http://pr.ntnu.edu.tw/news/index.php?mode=data& id=10828 】
9. Adam, S.(2004).Using learning outcomes: A consideration of the nature, role, application and implications for European education of employing 'learning outcomes' at the local, national and international levels.United Kingdom Bologna Seminar,Edinburgh, UK:
10. Berlach, G. R.,O'Neill, M.(2008).Western Australia's 'English' course of study: To OBE or not to OBE, perhaps that is the question.Australian Journal of Education,52(1),49-62.
11. Biggs, J.(1996).Enhancing teaching through constructive alignment.Higher Education,32(3),347-364.
12. Biggs, J.,Tang, C.(2007).Teaching for quality learning at university: What the student does.Maidenhead, UK:Oxford University Press.
13. Boschee, F.,Baron, M. A.(1993).Outcome-based education: Developing programs through strategic planning.Lancaster, PA:Technomic.
14. Driscoll, A.,Wood, S.(2007).Developing outcomes-based assessment for learner-centered education: A faculty introduction.Sterling, VA:Stylus.
15. Hader, J. A.(2011).Loyola University Chicago.
16. Houghton, W.(2004).Engineering subject centre guide: Learning and teaching theory for engineering academics.
17. Jervis, L. M.,Jervis, L.(2005).What is the constructivism in constructive alignment?.BEE-j,6
18. King, J. A.,Evans, K. M.(1991).Can we achieve outcome-based education?.Educational Leadership,49(2),73-75.
19. Kudlas, J. M.(1994).Implications of OBE: What you should know about outcomes-based education.The Science Educator,61(5),32-35.
20. Lau, G. K.(2009).The changing faces of outcome-based learning: Teaching and learning creativity 10.20.30.The International Journal of Learning,16(5),125-138.
21. Olofsson, A. D.(Ed.),Lindberg, J. O.(Ed.)(2012).Informed design of educational technologies in higher education: Enhanced learning and teaching.Hershey, PA:IGI Global.
22. Pang, M.,Ho, T.-M.,Man, R.(2009).Learning approaches and outcome-based teaching and learning: A case study in Hong Kong, China.Journal of Teaching in International Business,20(2),106-122.
23. Schlebusch, G.,Thobedi, M.(2004).Outcomes-based education in the English second language classroom in South Africa.The Qualitative Report,9(1),35-48.
24. Spady, W. G.(1993).Outcome-based education.Belconnen, Australia:Australian Curriculum Studies Association.
25. Spady, W. G.(1994).Outcome-based education: Critical issues and answers.Arlington, VA:American Association of School Administrators.
26. Spady, W. G.(1994).Choosing outcomes of significance.Educational Leadership,51(6),18-22.
27. Spady, W. G.,Marshall, K. J.(1991).Beyond traditional outcomes-based education.Educational Leadership,49(2),67-72.
28. Suskie, L.(2004).Assessing student learning: A common sense guide.Bolton, MA:Anker.
29. Tavner, A.(2005).Outcomes-based education in a university setting.Australasian Journal of Engineering Education,2,1-14.
30. Towers, G. C.,Towers, J. M.(1996).An elementary school principal's experience with implementing an outcome-based curriculum.Contemporary Education,68(1),67-72.
31. Wang, L.(2011).Designing and implementing outcome-based learning in a linguistics course: A case study in Hong Kong.Procedia: Social and Behavioral Sciences,12,9-18.
32. Weber, R. P.(1990).Basic content analysis.Newbury Park, CA:Sage.
33. 王文科、王智弘(2008)。教育研究法。臺北市=Taipei, Taiwan:五南=Wu-Nan Book。
34. 李光梅(2007)。成果導向教育理論及其應用。教育評論，2007(1)，51-54。
35. 李坤崇(2011)。大學課程發展與學習成效評量。臺北市=Taipei, Taiwan:高等教育=Higher Education。
36. 李坤崇(2009)。成果導向的課程發展模式。教育研究月刊，186，39-58。
37. 姜波(2003)。OBE：以結果為基礎的教育。外國教育研究，2003(3)，35-37。
38. 胡偉、張玉金(2008)。成果導向型教學模式的開發、應用與推廣。秘書之友，2008(11)，26-28。
39. 徐聯恩、林明吟(2005)。成果導向教育（OBE）的教育改革及其在美國實踐的經驗。教育政策論壇，8(2)，55-74。
40. 符碧真(2008)。美國大學教師的專業成長對我國的啟示。高等教育質的提昇：反思與前瞻，臺北市=Taipei, Taiwan:
41. 彭森明(2010)。大學生學習成果評量：理論、實務與應用。臺北市=Taipei, Taiwan:高等教育=Higher Education。
42. 黃光雄編、簡茂發編(1991)。教育研究法。臺北市=Taipei, Taiwan:師大書苑=Lucky Book Store。

1. 賴淑芳(2019)。成果導向學習之教學設計與學習成效探討。德明學報，42，45-61。
2. 鄭英耀、劉敏如、陳利銘、莊勝義、方德隆(2015)。大學經濟弱勢學生入學及就學扶助政策分析與建議。教育科學研究期刊，60(4)，1-19。
3. (2020)。連結地方創生的「導覽解說日語」─從課程設計與實踐過程的反思─。臺灣應用日語研究，26，181-204。