【活動紀實】開展－素養導向教學實務交流會
特於本月9日，東海大學執行了教育部素養導向高等教育學習創新計畫（以下簡稱素養計畫或探索者計畫），舉辦了一場名為「開展－素養導向教學實務交流會」的活動。此次活動採實體會議和線上直播，讓來自29所大專院校的教師、行政人員和學生共同交流對於108課綱學生觀察以及因應學生特質的教學轉型經驗，並暢談關於學習生態的觀察和創新。
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開展－素養導向教學實務交流會活動／李旻愷拍攝
國立清華大學兼任國立自然科學博物館焦傳金館長表示，每位教師的教學都有其獨特之處，每個人的特色也各不相同。這些特色是無法完全模仿的，但如果能夠吸取不同教師教學中的精華，並發展出自己的風格，我們就能夠將自己的教學做得更好。
素養計畫以行動研究的精神為核心，旨在深入了解東海大學學生在跨域學習和自主學習方面的表現。東海大學副校長劉正表示，自主學習的概念似乎已經融入108課綱學生的DNA之中，他們對於求知擁有極高的渴望。然而，在跨域學習方面仍存在一些困難，特別是在不同系所間的合作中，因為學生來自不同科系，彼此之間缺乏熟悉感。為了配合素養計畫的執行，東海大學結合了校訓與博雅8C的理念，思考在大學四年裡應該給予學生什麼樣的學習體驗，期望他們能夠具備哪些能力，並制定出學生核心素養的目標。
*註：東海大學學生核心素養為， 專業宏通（Academic excellence and holistic development）、批判思考（Critical thinking）、溝通互動（Communication and interaction）、尊重差異（Empathy and respect for differences）、創意創新（Creation and innovation）、藝術涵養（Aesthetic appreciation and expression）、數位素養（Digital literacy）、永續思維（Sustainability mindset）、問題解決（Problem solving）、跨域合作（Interdisciplinary collaboration）、社會關懷（Social concerns）、全球素養（Global competence）。
自主學習，老師扮演的角色？
「自主學習不是獨自一人學習的過程，實際上需要大量的資源。找到適當的資源對自主學習，非常重要」，契約學習的授課教師王怡人老師表示。該課程由本校日文系的工藤節子老師、林珠雪老師、黃淑燕老師和王怡人老師共同指導，旨在培養學生的自主學習能力。
「透過自主學習，我們可以幫助自己進入下一個學習階段，但前提是要清楚地知道自己目前所處的學習階段，而這個過程是非常個人化的」，王怡人老師解釋道。因此，四位授課教師在課程中陪伴學生探索適合自己的學習方式，設計學習單幫助學生制定自己的學習契約，並紀錄和反思他們的自主學習過程和成果。
王怡人老師指出，教師的角色在於幫助學生看到他們的盲點，並協助他們真實地了解自己。重要的是，讓學生成為自己與同儕彼此的教師。
東海大學日文系王怡人老師分享「那些學生教我們的事」／李旻愷拍攝
讓人社領域學生也搶修 不輕鬆但有溫度的通識環境教育課
根據甘庭宇和劉仲恩（2021年）的研究，當以氣候、永續和環境等關鍵字搜尋課程時，我們發現這些課程主要集中在環工和生科等理工科系，對於非理工科系的學生而言，接觸環境教育課程非常困難。然而，東海大學通識中心尚君璽老師指出「環境教育強調個人與教育環境的關係，是一種綜合性的思考模式，而不僅僅關注單一專業」。因此，通識課程非常適合開設環境教育課程。
事實上，學生對於跨領域知識的不足可能會感到擔憂。「即使是非理工科的學生有意學習環境教育課程，他們可能會懷疑自己是否具備足夠的先備知識，能否應付這門課程？」尚君璽老師表示。傳統上，「知識→態度→行動」（KAP）模式強調知識對於行動的影響，但尚君璽老師認為態度和行動之間的相互關聯性更高，這也影響著課程設計的方向，即連結學生的生活經驗，營造情境讓學生產生共鳴，這有助於培養學生對環境的態度。
尚君璽老師調查發現，他所教授的課程中超過70％的學生來自非理工科背景，這些學生分享了他們在跨領域學習中克服的障礙，並且可以理解非本系的知識，在課堂上的互動使他們感到學習有趣且具有動力。在學期末學生報告中，這對尚君璽老師來說具有重要意義，學生們從最初的電腦隨機分組和來自不同科系的學生組隊，由陌生變成好朋友，達成共識並完成一份有深度的報告。非理工科學生在思考議題時具有深度，尚君璽老師表示：「在SDGs，沒有人是門外漢，也不存在所謂的外行人，每個人都非常重要」。
東海大學通識中心尚君璽老師分享「有溫度的環境教育」／李旻愷拍攝
高等教育教師是學習經驗的設計師 提供體驗統整知識
許多教師的教學內容可能非常豐富且扎實，但學生不一定能從中學到很多知識。因此需要找到方法，讓教師的講授內容減少，同時讓學生能夠深入學習，這是一個關鍵的課題。東海大學教研所巫博瀚老師提出，將要教授的內容融入問題情境中，並將課程單元設計為三個活動或體驗，讓學生透過「體驗→統整→反思」的過程來深入學習。
巫博瀚老師讓在場的教師和同學體驗了「搖搖可樂」和「不要想白熊」這兩個有趣的活動，透過這些活動，他們認識到了杏仁核劫持和白熊效應，也更了解如何應對負面情緒。
巫博瀚老師強調了素養導向課程設計的兩個重要原則。第一個原則是「真實情境」，強調將教學內容與真實的情境相結合，讓學生能夠有實際的體驗，並與生活更多地連結在一起，這樣學習的記憶會更持久。第二個原則是「跨領域連結性」，老師扮演著拼圖的角色，在課程設計中將學生在不同生活經驗和學科中所學的內容進行統整。未來，巫博瀚老師計劃結合「現象本位學習」的方法，讓學生發現問題並把問題交給他人解決，集結大家的不同能力和力量來進行學習。
透過以上的方法和原則，巫博瀚老師希望能夠讓學生在教學中更深入地學習，同時提供有意義且具體的學習體驗。
東海大學教研所巫博瀚老師分享「素養導向的教學實務—正向心理學課程之開展」／李旻愷拍攝
教師、學生、制度 高教學習生態創新與改變
根據焦傳金教授與各校教師交流，觀察108課綱學生的表現呈現M型化的趨勢，意味著他們更喜歡實作和體驗活動，思維也更多元，並且積極參與討論，同時非常善於運用科技工具。他指出，如果一位老師在學校教書已經超過五年，就會發現現在的學生越來越多使用平板電腦做筆記，他們的簡報製作技巧甚至比老師還要出色，因為他們在高中就已經熟悉這種學習方式。
焦傳金分享「探索者計畫執行經驗交流」／李旻愷拍攝
焦傳金教授指出，大一生活和學習適應是減少休學、退學和轉學比率的關鍵。他強調，如果能夠讓學生在大一時對所就讀的學系產生認同感，那麼未來的大學生涯將會更順利。因此，探索者計畫非常重視大一的部分，包括自主學習，希望學生能找到自己的學習路徑，並規劃好未來四年的學習計劃。
焦傳金教授還分享了他設計的通識課程「腦與心智」以及非標準化的學生素養評量方式。他鼓勵學生在Facebook或Instagram上分享他們對課程的學習反思，並承諾可以獲得更高的加分，培養學生具備科學素養。他還分享了北藝大師生週記和中央大學詹明峰教授的學習評量方式。
此外，焦傳金教授還分享了其他學校探索者計畫中的創新做法，例如雲科大的教師社群運作模式和教師評鑑與升等辦法修正，以及台南大學透過課程共備和觀議課程創新專業課程，並提供教師學習第二專長的補助。
最後，在問答環節中，現場和線上參與的與會者踴躍發表意見，使交流會的時間延長，整個活動獲得圓滿的結束。
「開展－素養導向教學實務交流會」現場與會來賓合影／李旻愷拍攝
The 9th of this month, Tunghai University held an event called “Unfold - Competency-Based Education Experience Sharing” based on the XPlorer Project. The event combines physical conference and online livestream, proving a platform for professors, administrative staff and students from 29 universities to share observations about students following the current 12-Year Basic Education curriculum guideline (new curriculum), experiences in adapting different teaching method to catering to students’ traits, and observations and innovations regarding the learning environment.
Professor at National Tsing Hua University and the director of the National Museum of Natural Science, Chuan-Chin Chiao expressed that each and every professor's teaching has its unique aspect and distinctive characteristics. Those characteristics cannot be copied, but we can better our teaching by drawing from the essence of different teaching and developing our own style.
The core of the XPlorer Project is the spirit of action research, aimed at deeper understanding in the performance of Tunghai students in interdisciplinary learning and self-directed learning. The Vice President of Tunghai University, Jeng Liu remarked the concept of self-directed learning seems to be ingrained into the DNA of the students following the current 12-Year Basic Education curriculum guideline (new curriculum), they show deep desire to seek knowledge. There are still some challenges in interdisciplinary learning, especially in the collaboration among departments, as students come from diverse majors there is a lack of familiarity with each other. To better implement the XPlorer Project, Tunghai University integrated the university motto and the concept of 8Cs of Liberal Arts, reflecting on what kind of learning experiences students receive over four years, abilities they should possess, and set goals for core competencies.
Self-Directed Learning: What Role Does Professors Play?
“Self-directed learning is not a solitary process, in fact, it requires a significant amount of resources. Finding appropriate resources is crucial to self-directed learning”, stated Yi-Jen Wang, the professor of the course “Learning Contracts”. The course is co-instructed by professors from our Japanese Language Department, Setsuko Kudo, Chu-Sheue Lin, Shu-Yan Huang and Yi-Jen Wang, the course aims to develop students’ ability in self-directed learning.
“Through self-directed learning, we can help ourselves into the next stage of learning, but we have to first have a clear understanding of the stage we are at right now, this process is highly personalized.” explained Professor Yi-Jen Wang. The four professors therefore accompany students throughout the course to explore the best suited learning method, design learning sheets to help students customize their learning contract and document and reflect their self-directed learning process and outcomes.
Professor Yi-Jen Wang pointed out, the role of the professor is to help students see their blind spot and assist them in genuine understanding of themselves. It is essential to allow students to become their own and each other’s educator.
Popular General Education Course Among Humanities and Social Science Students: Not Easy But Warm Learning Environment
According to study by Ting-Yu Gan and Zhong-En Liu, when searching for course using keywords such as climate, sustainability and environment, the courses particularly concentrated in science and engineering departments such as environmental engineering and life science, making it difficult for students in non-science and engineering departments to access environmental education. Professor at Tunghai’s Center for General Education, Chuin-Shee Shang pointed out “Environmental education emphasizes on the relationship between individual and learning environment. It is a comprehensive thinking mode instead of focusing on singular discipline.” General education is therefore highly suitable for environmental education courses.
In fact, students may have concerns about their lack of interdisciplinary knowledge. “Even when students from non-science and engineering departments have the interest in taking environmental education courses, they might doubt if they possess sufficient prerequisite knowledge to handle the course.” Professor Chuin-Shee Shang stated. Traditionally, “knowledge-attitude-practice”, also known as KAP model emphasizes the impact of knowledge on action, however, Professor Chuin-Shee Shang believes the interrelationship between attitude and action is stronger, which also influences the design of courses. The courses should connect students’ life experience by creating context that resonates with them, which will aid in nourishing students’ attitude towards the environment.
Professor Chuin-Shee Shang’s investigation revealed that over 70% of students in her class come from non-science and engineering departments. These students shared how they overcame challenges in interdisciplinary learning, demonstrated ability to understand knowledge outside their own disciplines, and how classroom interactions made learning fun and motivating. Demonstrated in the end of semester student report, the transformation from strangers across different disciplines assigned to computer-generated groups to close friends that completed an in depth report together held significant importance to Professor Chuin-Shee Shang. Students from non-science and engineering departments showcased profound thinking when addressing topics, Professor Chuin-Shee Shang expressed “In SDGs, there are no layman or outsider, everyone is crucial.”
Higher Education Instructors are Designers of Learning Experience: Providing Experience to Integrate Knowledge
Many professors have rich and solid course content, however, students might not be able to acquire all the knowledge. It is therefore a crucial task to find a method to decrease lecture content while allowing deeper learning for students. Associate Professor at Tunghai, Po-Han Wu suggested to integrated course content into problem scenarios and design each unit as three activities or experiences, enabling in-depth learning through engaging in the process of “experience-integration-reflection”
Professor Po-Han Wu had professors and students at the even engage in two interesting activities, “shake the coke” and “don‘t think of the white bear” through these activities, participants learned about amygdala hijack and the white bear effect, they also gained understanding of how to cope with negative emotions.
Professor Po-Han Wu emphasized two essential principles in competency-based course design. The first principle is “real-world scenarios', emphasizing integration between course content and real-world scenarios to provide students with practical experience and connect to their own lives to enhance the longevity memories of what they learned. The second principle is “interdisciplinary connectivity”, the professor is like a puzzle piece, bridging students' life experience with course content. Professor Po-Han Wu also plans to incorporate “phenomenon-based learning” in the future, to allow students to identify and pass on issues for others to solve, harnessing diverse abilities and strengths for learning.
Through the methods and principles mentioned above, Professor Po-Han Wu wishes for deeper learning, while providing meaningful and concrete learning experiences for the students.
Professors, Students, System: Innovation and Transformation in Higher Education Learning Environment
Based on exchange between Professor Chuan-Chin Chiao and professors from various universities, observations on students following the current 12-Year Basic Education curriculum guideline (new curriculum) show M-shape trend, indicating a presence in hands-on and experiential activities, more diverse thinking, active participation and discussion, simultaneously adaptive to technological tools. He pointed out if a professor has been teaching for over five years at a university, they will discover that students nowadays increasingly utilize tablets for note-taking, and their abilities in making slideshows might even surpass their professor, as they are already familiar with this method of learning from high school.
Professor Chan-Chin Chiao pointed out successful adoption to life and learning during freshman year is crucial for reducing the rate of dropout, withdrawal and transfer. He emphasized if students were able to form a sense of belonging to their department during freshman year, their university journey will be smoother. These findings are the reason XPlorer Project places significant emphasis on freshman year, including self-directed learning, hoping students will find their own learning paths and study plan for the next four years.
Professor Chan-Chin Chiao shared the general education course he designed, called “brain and mind”, and its unstandardized method for accessing student competencies. He encourages students to share their thoughts about the course on Facebook or Instagram, and promises extra credit to cultivate scientific competency among students. He also shared an assessment approach from Taipei National University of the Arts’ professor and student weekly log and associate professor Ming-Fong Jan from National Central University.
In addition, Professor Chan-Chin Chiao shared innovative approaches from other universities participating in the XPlorer Project, such as faculty community operation approach and revisions to faculty evaluation and promotion methods from National Yunlin University of Science and Technology, and collaborative curriculum and innovation among professional course, as well as subsides for professors to develop second specialty from National University of Tainan.
Finally, in the Q & A section, both on-site and online participants actively expressed their opinions, leading to a slight overtime, the event eventually reached a successful conclusion.
活動精華影片 Video：https://youtu.be/VCddbjD9mZE