本課程的目的是學習如何自律學習。自律學習並不是被動記憶老師在教室内教授的内容，而是學生爲自己規劃學習目標、學習内容，自己評估學習成效。本課程要培養學生自律學習的能力，透過自學幫助自己進入下一個學習階段。
原則上由學生和老師一起商討學習計劃書，學生定期向扮演學習支援者角色的老師回報執行狀況（即契約學習），執行學習計劃的過程中，隨時依狀況調整目標和方法並探索適合自己的學習模式。
自律學習並不是獨自學習，而是透過與他人、學習支援者、各種學習資源的交流，持續進行的學習方法。
The purpose of this course is to learn how to learn self-discipline. Self-discipline learning is not the content taught by passive memory teachers in the classroom, but the students plan their own learning goals and content, and evaluate their learning results. This course should cultivate students' self-discipline learning ability and help themselves enter the next learning stage through self-study.
In principle, students and teachers discuss the program together. Students regularly report the execution status (i.e. contract learning) to teachers who play the role of learning supporters. During the learning program, adjust the goals and methods according to the conditions at any time and explore what is suitable for them. Learn mode.
Self-discipline learning is not a self-learning, but a continuous learning method through communication with others, learning supporters, and various learning resources.
本課程的目的是學習如何自律學習。自律學習並不是被動記憶老師在教室内教授的内容，而是學生爲自己規劃學習目標、學習内容，自己評估學習成效。本課程要培養學生自律學習的能力，透過自學幫助自己進入下一個學習階段。 原則上由學生和老師一起商討學習計劃書，學生定期向扮演學習支援者角色的老師回報執行狀況（即契約學習），執行學習計劃的過程中，隨時依狀況調整目標和方法並探索適合自己的學習模式。
自律學習並不是獨自學習，而是透過與他人、學習支援者、各種學習資源的交流，持續進行的學習方法。
The purpose of this course is to learn how to learn self-discipline. Self-discipline learning is not the content taught by passive memory teachers in the classroom, but the students plan their own learning goals and content, and evaluate their learning results. This course should cultivate students' self-discipline learning ability and help themselves enter the next learning stage through self-study. In principle, students and teachers discuss the program together. Students regularly report the execution status (i.e. contract learning) to teachers who play the role of learning supporters. During the learning program, adjust the goals and methods according to the conditions at any time and explore what is suitable for them. Learn mode.
Self-discipline learning is not a self-learning, but a continuous learning method through communication with others, learning supporters, and various learning resources.
1.桜美林大学日本語プログラム「グループさくら」（2007）『自律を目指すことばの学習』凡人社
2.青木直子・中田賀之（2011）『学習者オートノミー』ひつじ書房
3．マルカム・S．ノールズ、渡邊洋子（監訳）『自己主導型ガイドーともに創る学習のすすめ』明石書店
4.陳仲彥（1989）「契約學習－－另一種的學習方式」『社教雙月刊』33期
5.劉唯玉、李佩穎（2010）「由契約學習看大學生自我導向學習的可能性－以多元智慧潛能開發課程為例」『教育研究
與發展期刊』第6巻第4期
6.何青蓉（1997）「促進自我導向學習:一個契約學習教學實驗的省思」『國家科學委員會研究彙刊:人文及社會科學』
八卷三期
1. Japanese language from Merrill Lynch University "キグラム" (2007) "Self-discipline and self-responsibility" Mortal Society
2. Naoko Aoki, Nakata Kazuno (2011) "Student オートノミー』ひつじ官网
3.マルム・S.ノールズ, Watanabe Yoko (in supervision)『Original and learning style』Akishi Bookstore
4. Chen Zhongyu (1989) "Contract Learning - Another Learning Method" "Social Education Double Monthly" Issue 33
5. Liu Weiyu and Li Peixiong (2010) "From contract learning to see the possibility of college students' self-direction to learning - Taking the multi-wisdom potential development course as an example" "Educational Research
Journal of 公司』公司』公司』公司
6. He Qingrong (1997) "Promoting self-directed learning: a contracting reflection on learning teaching experience" "National Science Committee Research Journal: Humanities and Social Sciences"
Volume 8 and Issue 3
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 契約書の理解と作成契約書の理解と作成 Commitment and creation of contract book |
10 | |
| 中間の報告中間の報告 Mid-level report |
15 | 錄製影片,同儕互評回饋 |
| 期末の報告期末の報告 Final report |
15 | 海報發表,書面報告 |
| 振り返り（中間、期末、講演、活動など）振り返り（中間、期末、講演、活動など） Rebate (middle, final, lecture, event) |
15 | |
| 記録と討論（学習の遂行と毎回の記録（+内省）教師との討論）記録と討論（学習の遂行と毎回の記録（+内省）教師との討論） Records and discussions (learning and perusing and recordings (+ introspection) teacher and discussions) |
45 |
