敘事策略在大學通識課教學中的應用:以一門跨文化比較科目為例

Research output: Contribution to journalArticle

Abstract

本文以一門跨文化比較為主題的通識課為個案,從教學方法層面切入,探究採用敘事教學策略後大學生的學習投入與學習結果是否得到改善,在此基礎上討論產生相關變化的原因與意義。教師使用問卷調查方式收集學生對教學活動的意見與回饋,同時對學生的作業進行分析。本研究發現:與學生經驗相結合的敘事策略容易引發學生的學習興趣;教師教學設計的活動會引導學生學習的方向;敘事的教學策略能夠幫助學生反思個人經驗,在學術概念與建構自我之間產生關聯。
This paper uses an intercultural comparison course as a case to depict the effectiveness of applying narrative strategy in General Education teaching. Students' learning outcomes are identified and implications on the GE teaching are discussed. Based on case analysis, the study yields to the following conclusions: 1. Students express their learning interests in writing narrative stories; 2. What faculty prioritize are in line with the learning and knowledge we want students to develop; 3. Narrative strategy helps students to reflect on their life experience and to make connection between student self and academic concepts. Copyright © 2013 復旦大學.
Original languageChinese
Pages (from-to)43-48
Journal復旦教育論壇
Volume11
Issue number3
DOIs
Publication statusPublished - 2013

Citation

徐慧璇(2013):敘事策略在大學通識課教學中的應用:以一門跨文化比較科目為例,《復旦教育論壇》,11(3),頁43-48。

Keywords

  • 通識教育
  • 教學策略
  • 跨文化比較
  • 敘事
  • 反思
  • General education
  • Teaching strategy
  • Intercultural comparison
  • Narrative
  • Reflective practice
  • Alt. title: Applying narrative strategy in general education teaching: A case study of an intercultural comparison course
  • Teaching Development Grant (TDG)
  • TDG project code: T0112
  • Period: TDG 2011-2012
  • Teaching Development Grant (TDG) Output