關係與意義的共創歷程：以「職涯分析與規劃」課程作為教學實踐的反思

The Co-Creation Process of Relationship and Meaning: Reflections on the Teaching Practice of ＂The Career Analysis and Planning＂ Course

10.6512/lnp.201812_(6).0002

李文玫(Wen-Mei Li)

行動中的關係教學法 ； 技職體系 ； 教學實踐 ； 職涯分析與規劃 ； 關係 ； relationship teaching method in action ； vocational colleges ； teaching practice ； career analysis and planning ； relationship

生命敘說與心理傳記學

6輯（2018 / 12 / 01）

31 - 58

繁體中文

這幾年臺灣的高教現場盛行著創新教學法，主張以「學習者為中心」的教學實踐，試圖翻轉過往的單向式教學。「教學方法」的確是教學現場中重要的一環，然而「關係」更是值得切入的角度，當我們重新思索教育的基本單位是「關係」而不是「個體」時，教育的目標在於協助關係與意義過程的發生。本文以技職院校中的「職涯分析與規劃」課程作為教學實踐的場域，透過教學現場中對於「關係」的反思，以Gergen於2009年所提出的「行動中的關係教學法」作為實踐策略，並以作者實際在課程中所開展的教學經驗，進一步修正Gergen所提出的四個參與圈為：學生與教師、學生與學生、學生與自我，以及學生與職場和世界等之間的創造與連結，最後以三個共同行動的匯流，說明關係與意義過程的發生。

Taiwan's higher education system have prevailed in innovative teaching methods in recent years, and have advocated the ＂learner-centered＂ teaching practice, trying to reverse the past one-way teaching method. The ＂teaching method＂ is indeed an important part of the teaching scene. However, ＂relationship＂ is an important point to inquire. When we rethink that the basic unit of education is ＂relationship＂ rather than ＂individual,＂ the goal of education is to assist the occurrence of relationship and the meaning process. This article took the ＂career analysis and planning＂ course in vocational colleges as the field of teaching practice. Through the reflection of ＂relationship＂ in the teaching field, I refer to Gergen's idea (2009) about ＂relationship teaching method in action＂ as my practical strategy, and further based on the actual teaching experience in the course, the four participation circles proposed by Gergen are modified: between teachers and students, students and students, students and self, and students and the workplace and the world. Finally, the convergence of three joint actions is used to illustrate the occurrence of the relationship and meaning process.

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