南華大學機構典藏系統:Item 987654321/27863
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    Please use this identifier to cite or link to this item: http://nhuir.nhu.edu.tw/handle/987654321/27863


    Title: 建構傾向教學單元的教學實踐反思
    Other Titles: Practitioner's Reflection upon the Constructive Pedagogical teaching unit in the Higher Education
    Authors: 胡嘉智
    Hu, Chia-Chih
    Contributors: 世新大學傳管系
    Dep. Communications Management, SHU
    Keywords: 建構主義傾向;行動後反思;高等教育;學生學習經驗
    Constructivism-Oriented teaching;Practitioner's Reflection;Higer Education;Students' Learning Experiences
    Date: 2019-12-01
    Issue Date: 2021-11-25 14:32:25 (UTC+8)
    Publisher: 南華大學通識教育中心
    Abstract: 此教學實踐反思根據建構主義傾向的教育哲學 設計翻轉教室的學生學習生態系統，主要教學方法有二:(1)引導學生進行如同哈佛商學院的三階段學習循環(個人，小組，大堂競賽)，(2)引導學生進行世界咖啡館，完成以心智圖為基礎的系統思考圖。此行動學習教育教學研究成果有三:(1)檢視上學期高分組組長及副小組長，與中，低分組的新組員的學生互動經驗,(2)分析學生對於教師建構式教學步驟的回饋，(3)分析學生個人在課程前，後，對於五項修鍊的個人認知定義，是否發生改變，教師針對學生認知定義的改變幅度，進而深化發展適合的質性評量指標(Rubrics)。
    The further goal of this teaching unit is to empower students to know and apply with the concepts of the Fifth Discipline (Peter M. Senge). Based on the constructivism-oriented philosophy, two main pedagogical design are as below: (1) to facilitate students to experience three stages of learning cycle (individual, group, and class-competition levels) , and (2) to facilitate students of design the system –thinking chart with the competence of creative and logical competence. Three main deliverables arise: (1) to analyze the flows between the leader and team members, (2) to review students' learning feedbacks regarding to the constructivism –oriented teaching, and, (3) to consolidate the rubrics regarding the qualitative evaluation of this teaching unit, judging from the before-after learning sheets.
    Relation: 通識教育與跨域研究
    20期
    Appears in Collections:[The Journals of Nanhua University ] General education and transdisciplinary research

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