教育心理學是一門以心理學的理論與研究為基礎、以課室現場的真實問題為情境脈絡，研發有效的教學方法與策略，期能有益於教學現場的一門科學。本課程的目標旨在協助學生認識當代教育心理學的重要理論與研究發現，透過教育現場的一些個案進行討論與反思，培養學生帶得走的真實能力，並厚實學生嗣後在教學生涯與學術研究中，所需的反思能力與問題解決能力。
為達成前揭目標，本課程的內容包含了以下「學習者」、「學習理論」、「動機與學習」及「教學設計與教學策略」四大主題：首先，與「學習者」有關的學習單元包含「認知發展」、「個人與社會發展」、「人的多樣性：個別差異與群體差異」。其次，與「學習理論」有關的學習單元包含「行為取向的學習理論」、「認知取向的學習理論」、「社會建構主義與社群學習」等學習單元。此外，「動機與學習」則包含「動機理論」與「讓學生投入學習」等學習單元。最後，「教學設計與教學策略」這一部分則包含「班級經營」、「教學方法」及「學習成果評量」。
Educational psychology is a science that is based on psychological theory and research, takes real problems in the classroom as the context, and develops effective teaching methods and strategies, hoping to benefit the teaching scene. The goal of this course is to help students understand the important theories and research findings of contemporary educational psychology, discuss and reflect on some cases in the education field, cultivate students' real abilities that they can take away, and enrich students' subsequent teaching career and academic research. , the required reflective skills and problem-solving skills.
In order to achieve the goals mentioned earlier, the content of this course includes the following four major themes: "Learners", "Learning Theory", "Motivation and Learning" and "Instructional Design and Teaching Strategies": First, learning related to "Learners" Units include "Cognitive Development", "Personal and Social Development", and "Human Diversity: Individual Differences and Group Differences". Secondly, learning units related to "learning theory" include "behavior-oriented learning theory", "cognitive-oriented learning theory", "social constructivism and community learning" and other learning units. In addition, "Motivation and Learning" includes learning units such as "Motivation Theory" and "Involving Students in Learning". Finally, the "Teaching Design and Teaching Strategies" section includes "Class Management", "Teaching Methods" and "Learning Outcome Assessment".
(1) 陳奎伯、顏思瑜（譯）（2009）。教育心理學：為行動而反思（原作者：A. M. O’Donnell）。台北：雙葉書廊。
(2) 陳宥儒等（譯）（2011）、詹志禹、吳璧純總校閱。教育心理學：教與學的理論與實踐（原作者：R. J. Sternberg & W. M. Williams）。台北：華騰。
(3) 教師自編教材。
(1) Chen Kuibo and Yan Siyu (translated) (2009). Educational Psychology: Reflection for Action (original author: A. M. O’Donnell). Taipei: Shuangye Bookstore.
(2) Chen Youru et al. (translated) (2011), reviewed by Zhan Zhiyu and Wu Bichun. Educational Psychology: Theory and Practice of Teaching and Learning (Original authors: R. J. Sternberg & W. M. Williams). Taipei: Huateng.
(3) Teachers compile their own teaching materials.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 學習契約/反思札記 (50%)學習契約/反思札記 (50%) Learning Contract/Reflection Notes (50%) |
50 | (1) 請您從回顧過去自己在學習、教學或觀察到教育現場的經驗，發掘2個待解決的真實問題或值得探究的主題，再確立問題意識後，透過教育心理學的相關理論與實證研究進行問題探究、自主學習，並提出解決方案，最後進行反思對話。 (2) 每一份學習契約或反思札記以2000-4000字為原則，撰寫方向略以：從過去經驗耙梳問題意識、對照教科書與期刊上所揭的的相關理論進行問題探究與自主學習、提出解決方案（寫出您的分析心得與看法、具體的問題解決策略），最後透過課堂報告與公開發表，與同儕進行分享與對話，並進行反思。 (3) 評分標準請見後附評量尺規(rubics) |
| 隨堂測驗(30%)隨堂測驗(30%) Quiz in class (30%) |
30 | 在幾個重要的單元或主題中，結合當週的課程內容，搭配教師資格考試或教師甄試考古題，確保同學能有效理解當代教育心理學的理論與概念。 |
| 課堂參與(20%)課堂參與(20%) Class participation (20%) |
20 | 參與課堂討論、針對課程所規劃的案例與議題，積極參與並進行合作問題解決。 |
