知識如何有感？「人類行為與社會環境」課程發展與教學歷程反思

＂Human Behavior and Social Environment＂ Curriculum Content Design and Self-Reflection on Teaching

10.6870/JTPRHE.201906_3(1).0002

莊文芳(Wen-Fang Chuang)

人類行為與社會環境 ； 自學 ； 翻轉教室 ； HBSE ； self-learning ； flipped classroom

大學教學實務與研究學刊

3卷1期（2019 / 06 / 30）

39 - 70

繁體中文

本文整理了「人類行為與社會環境」三年的課程發展與教學歷程，說明教師如何受創新作法影響建構課程內容，包括翻轉教室、自學計畫，並運用多元媒材，逐漸形塑出適合學生需求的課程安排，協助記憶與理解知識，並能進一步實踐。在教學目標與對應策略上，有四點考量：多元組合學習設計、持續強化學生學習動機、生活經驗與時事結合課程，以及課堂討論與作業分析，逐步培養學生更高層次的應用能力。此外，作者持續收集學生回饋，並自我檢視，逐步調整三年的課程設計。最後就教學目的、學生需求、課程實施的發現和反思，提出課程設計與導入創新的建議。

This study is organized from a three-year curriculum development and teaching process of the ＂Human Behavior and Social Environment＂ course. It illustrates how the auther constructed the curriculum as a teacher and how certain innovative teaching methods had shaped its implementation. The instructional design features complementary methods composed of teacher-student co-participation, as well as various new teaching practices, e.g. the flipped classroom model, self-learning and multimedia learning so as to promote student's engagement in learning. The author gradually adjusted the curriculum design by consistently collecting student feedback and self-reflection as a teacher. Finally, reflect on the purpose of teaching, the needs of students, and the findings which will benefit for the future improvements of class design, several suggestion was provided.

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