本課程目的在培養師資生自主學習能力。師資生透過本課程將自組「教育專業學習社群」，並規劃撰寫教育專業知能自主學習計畫，訂定學習目標、規劃學期中的學習活動（例如，教育專題演講、工作坊、讀書會、或教育實務探討等）。透過此教育專業自主學習社群，成員彼此的對話，共同規劃有需求的學習活動，進行教育理論與實務的增能，逐步厚實教育專業知能、豐富其課程與教學相關理論、內容、知識，以及學科知識與中學生生活經驗的連結。The purpose of this course is to cultivate the independent learning ability of teachers and students. Through this course, teachers and students will organize the "Education Professional Learning Community" and plan to write independent learning plans for education professional knowledge, and set learning goals and plan learning activities during the period (for example, education topic lectures, workshops, and bookkeeping. , or educational practice exploration, etc.). Through this educational professional independent learning community, members talk to each other, jointly plan learning activities in need, carry out educational theory and practice energy, gradually strengthen education professional knowledge, enrich the relevant theory, content, knowledge of courses and teaching, and A link between academic knowledge and the life experience of middle school students.
李崇建(2017)。薩提爾的對話練習：以好奇的姿態，理解你的內在冰山，探索自己，連結他人。台北市：親子天下。
郭進成、馬琇芬(2020)。 學思達與師生對話：以學思達為外功、薩提爾為內力，讓教室成為沒有邊界的舞台。台北市：親子天下。
Li Chongjian (2017). Sattier's dialogue practice: Understand your inner iceberg with a curious attitude, explore yourself, and connect others. Taipei City: Family life.
Guo Jincheng and Ma Xiufen (2020). Sense and students talk: Taking Sense as external skill and Sense as internal force makes the classroom a stage without borders. Taipei City: Family life.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 社群參與社群參與 Community Participation |
20 | |
| 作業作業 Action |
50 | |
| 小組專題小組專題 Group topics |
30 |
