契約學習法在「國父思想」教學中的試驗
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Date
1992-06-??
Authors
張秀雄
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Publisher
國立臺灣師範大學研究發展處
Office of Research and Development
Office of Research and Development
Abstract
契約學習法的特色在學生主控整個學習活動，從學習日標的選擇、學習計畫的擬訂，到執行學習活動、評量學習結果等，都由學生擔負大部分責任。它充分提供學生思考的空間，適應個別學生的學習步調，讓學生依其喜歡的方式從事學習。整個學習活動以學生為中心，學生有自我實現、成就及被尊重的感覺，正合當前我國大學生心理傾向。由於契約學習法能滿足成人學生的學習需求及自尊心，已被廣泛使用於美、加、澳等國的成人教育課程與高等教育學府。他山之石，可以攻錯。 本項試驗之目的在探討契約學習法在「國父思想」教學中的可行性。作者首先討論本項試驗的社會背景及契約學習法的理論假設，其次界定學習契約的格式和設計學習契約的步驟。同時，作者亦討論契約學習法的優點與限制，以及適合使用學習契約的學習情境。 作者根據Knowles的自導式學習模式設計本項契約學習試驗的過程。三十七位大一學生在作者指導下從事十六週的契約學習活動。學期結束，百分之八十九的學生表示對契約學習有興趣，百分之六十五的學生覺得比傳統的班級教學得較多。從學生之反應觀之，契約學習法在「國父思想」教學中的可行性甚為明確。
The purpose of this experimentation is to explore the possibility of using contract learning on teaching the course-Sun Yat-Sen's Thoghts. At first, the author discussed the social background of this experimentation and theorectic hypotheses of contract learning, then defined the form and steps of developing a learning contract. Besides, adventages and limitations of contract learning and suitable sitautions for using a learning contract were also stated. The author developed a process of contract learning for the experimentation according to Malcom S. Knowles' self-directed learning model. A sixteen week's intervention was conducted by this author and thirty-seven freshman students employed learning contracts to conduct their learning activities. At the end of the intervention, 89% students indicated that they were interested in contract learning situation; 65% students felt that they learned more than the raditional classes. From the students' reactions, it will be possible to apply learning contracts to this course.
The purpose of this experimentation is to explore the possibility of using contract learning on teaching the course-Sun Yat-Sen's Thoghts. At first, the author discussed the social background of this experimentation and theorectic hypotheses of contract learning, then defined the form and steps of developing a learning contract. Besides, adventages and limitations of contract learning and suitable sitautions for using a learning contract were also stated. The author developed a process of contract learning for the experimentation according to Malcom S. Knowles' self-directed learning model. A sixteen week's intervention was conducted by this author and thirty-seven freshman students employed learning contracts to conduct their learning activities. At the end of the intervention, 89% students indicated that they were interested in contract learning situation; 65% students felt that they learned more than the raditional classes. From the students' reactions, it will be possible to apply learning contracts to this course.