本課程專為師資培育學生設計，以自主學習為核心，系統整合教師資格考試科目——教育原理與制度、課程與教學、學習者發展與輔導、教育實習與專業倫理——引導學生建構完整知識架構。課程同步培養自我監控與後設認知能力，透過學習記錄、錯誤分析與週期複習，讓備考歷程轉化為真實的教育素養積累。此外，課程融入多元生命教育視野，涵蓋生死教育、心理健康、多元文化與包容等議題，引導學生將生命關懷內化為教學設計的跨領域思維。全程以備考即備教為精神，使學生不僅具備應試能力，更能成為兼具專業知能與生命溫度的優質教師。
1.培養社科院學生的自主學習能力：藉由學習歷程記錄、錯誤分析與複
習機制等，訓練學生如何認知自我學習狀態、辨識思考盲點並調整策略，將備考歷程轉化為可遷移至未來教學現場的終身學習能力。

2.多元生命教育視野與教育關懷：融入生死教育、心理健康、多元文化與包容等議題，引導學生將生命關懷內化為教學設計的核心思維，培育兼具專業知能與人文溫度的優質教師。

3.核心知識架構：透過整合教育原理與制度、課程與教學、學習者發展與輔導、教育實習與專業倫理四大教育領域，引導學生釐清知識脈絡與跨科連結，建立完整且具邏輯性的師培專業知識體系。

This course is specially designed for teacher training students. It takes independent learning as the core and systematically integrates the subjects of the teacher qualification examination - educational principles and systems, curriculum and teaching, learner development and counseling, educational practice and professional ethics - to guide students to construct a complete knowledge structure. The course simultaneously cultivates self-monitoring and metacognitive abilities. Through learning records, error analysis and periodic review, the preparation process is transformed into real accumulation of educational literacy. In addition, the course integrates the perspective of multi-life education, covering issues such as life and death education, mental health, multiculturalism and inclusion, and guides students to internalize life care into cross-disciplinary thinking in teaching design. The whole process is based on the spirit of preparing for exams and teaching, so that students not only have the ability to take exams, but also become high-quality teachers with both professional knowledge and life warmth.
1. Cultivate the independent learning ability of students in the Academy of Social Sciences: through learning process recording, error analysis and review
Learning mechanisms, etc., train students how to recognize their own learning status, identify blind spots in thinking and adjust strategies, transforming the exam preparation process into lifelong learning abilities that can be transferred to future teaching sites.

2. Diverse life education vision and educational care: Incorporate issues such as life and death education, mental health, multiculturalism and tolerance, guide students to internalize life care as the core thinking of teaching design, and cultivate high-quality teachers with both professional knowledge and humanistic warmth.

3. Core knowledge structure: By integrating the four major education fields of educational principles and systems, curriculum and teaching, learner development and counseling, educational practice and professional ethics, students are guided to clarify the knowledge context and interdisciplinary connections, and establish a complete and logical professional knowledge system for teacher training.

1.《素養導向中學類教師資格考通關寶典：重點整理＋模擬試題＋歷年試題解析》
艾育 著／千華數位文化（持續改版，建議採最新版）

2.《教育測驗與評量：成就測驗與教學評量》（第4版）
余民寧 著／心理出版社（2022）

3.《高階覺察：幫助思考與學習的後設認知》
Stephen M. Fleming 著（中譯本）

4.《素養導向系列叢書：高中生命教育教材教法》
方德隆、李昱平、陳立言、陳慧姿、張淑美 等／五南（2021）

1. "Competency-oriented Middle School Teacher Qualification Examination Guide: Key Points + Mock Test Questions + Analysis of Previous Test Questions"
Written by Ai Yu/Qianhua Digital Culture (continuously revised, it is recommended to adopt the latest version)

2. "Educational Testing and Assessment: Achievement Testing and Teaching Assessment" (4th Edition)
Written by Yu Minning/Psychology Publishing House (2022)

3. "Higher-Order Awareness: Metacognition to Help Thinking and Learning"
By Stephen M. Fleming (Chinese translation)

4. "Literacy Oriented Series: High School Life Education Textbook Teaching Methods"
Fang Delong, Li Yuping, Chen Liyan, Chen Huizi, Zhang Shumei, etc./Wu Nan (2021)