讓學習產生意義－「防災工程實務課程」之教學創新實踐

Making Learning Meaningful: Innovative Teaching Practices Embedded in the Course of Disaster Prevention Engineering Practice

10.6870/JTPRHE.202206_6(1).0004

許世孟(Shih-Meng Hsu)

同儕互評 ； 自主學習 ； 知識探究學習 ； 學習共同體 ； 學習風格 ； peer evaluation ； autonomous learning ； inquiry-based learning ； learning community ； learning style

大學教學實務與研究學刊

6卷1期（2022 / 06 / 30）

109 - 142

繁體中文

本文以「讓學習產生意義」的教學理念來翻轉傳統教學模式，提出「知識探究的訓練」、「學習共同體的創造」、「學習風格的建構」與「課程對實際防災作為連結的實踐」等作法，藉此喚醒與激發學生的學習態度與潛在能力。課程皆以小組團隊活動為主，讓學生從防災主題的知識探索、協作共創與專案實踐中，逐漸產生自主學習、團隊合作、解決問題與創造等素養能力，並找回學習自信與天賦。課程實施所獲致之具體學習成果（包括自主防災作品、協作平臺與防災專案）及回饋紀錄（包括同儕互評與學習成就感），驗證本教學理念確實可達成預定之教學目標。

This study uses the teaching concept of ＂making learning meaningful＂ to alter the conventional teaching model. To awaken and stimulate students' learning attitudes and potential abilities, four teaching skills including ＂training in knowledge exploration＂, ＂creation of learning communities＂, ＂construction of learning styles＂, and ＂the practice of the curriculum as a connection to actual disaster prevention＂ are proposed. The course is based on group team activities and peer review mechanisms to build team consensus, allowing students to gradually develop autonomous learning, teamwork, problem-solving, and creativity skills, as well as regain self-confidence and talent through inquiry-based learning, collaboration, and project practice on disaster prevention topics. Specific learning outcomes (including works for self-initiated disaster prevention, collaborative workspaces, and disaster prevention projects) and feedback records (including peer assessment and sense of achievement) obtained from the implementation of the course can verify that the teaching concept has achieved the intended teaching objectives.

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