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, teacher students will form their own "Education Major Learning Community", plan and write independent learning plans for education majors, set learning goals, and plan learning activities during the semester (for example, education lectures, workshops, reading clubs , or discussion on educational practice, etc.). Through this education professional independent learning community, members dialogue with each other, jointly plan required learning activities, enhance educational theory and practice, gradually enrich education professional knowledge, enrich their curriculum and teaching-related theories, content, knowledge, and The connection between subject knowledge and middle school students’ life experiences.
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). Satir’s conversational exercises: Use an attitude of curiosity to understand your inner iceberg, explore yourself, and connect with others. Taipei City: Parent-child world.
Guo Jincheng and Ma Xiufen (2020). Dialogue between Xuesida and teachers and students: Using Xuesida as the external force and Satir as the internal force, let the classroom become a stage without boundaries. Taipei City: Parent-child world.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 社群參與社群參與 community engagement |
20 | |
| 作業作業 Homework |
50 | |
| 小組專題小組專題 Group topic |
30 |
