十二年國教強調以學生為自主學習的教育目標，面對此方面之教育改革，師資生如何強化個人的自主學習經驗，以培養將來至教育現場能輔導學生自主學習的能力。 因此，本課程將鼓勵師資生自組「教育專業學習社群」，師資生規劃、撰寫教育專業知能自主學習計畫，訂定學習目標、規劃每一學期的學習活動（例如，教育專業專題演講、工作坊、讀書會或教育實務探討等）。師資生提出自主學習社群計畫向中心申請，通過後實施進行。透過此教育專業自主學習社群，師資生成員彼此對話，共同規劃有效學習活動，進行教育理論與實務的連結、反思和增能，逐步紮實的教育專業知能、豐富其教學內容、教學表徵知識、教學法知識，以及安排設計學科知識與中學生生活經驗的學習活動等。 The 12-year state education emphasizes the educational goal of students as independent learners. In the face of educational reforms in this area, how can teachers and students strengthen their personal independent learning experiences so as to cultivate the ability to guide students to learn autonomously in the future in the education field. Therefore, this course will encourage teacher students to form their own "education major learning community". Teacher students will plan and write independent learning plans for education majors, set learning goals, and plan learning activities for each semester (for example, special lectures on education majors). , workshops, reading clubs or educational practice discussions, etc.). Teachers and students apply to the center for independent learning community plans, which will be implemented after approval. Through this education professional independent learning community, teachers and students talk to each other, jointly plan effective learning activities, connect, reflect and empower educational theory and practice, gradually solidify education professional knowledge, enrich their teaching content, teaching representation knowledge, Knowledge of teaching methods, as well as arranging learning activities for design subject knowledge and middle school students’ life experience, etc.
課程相關講義及閱讀資料
Course related handouts and reading materials
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席、心得摘要出席、心得摘要 Summary of attendance and experience |
50 | |
| 會議紀錄、活動反思會議紀錄、活動反思 Minutes of meetings and reflections on activities |
30 | |
| 期末分享期末分享 End of term sharing |
20 |
