学生作为课程共同设计者——基于“ 学习科学导论冶研究生双语课程的设计研究

Students as Course Co-designers: A Design Research on Student Participation in a Postgraduate Bilingual Course

作为高等教育最大的利益相关者之一,学生可以利用自己的已有经验和专业知识为教育活动提出建议,在改善自身学习体验的同时为高等教育质量的提高带来裨益。基于此,研究者邀请2012 年春季学期修习“学习科学导论冶研究生双语课程的9 名学生作为课程共同设计者参与课程设计,充分利用学生智力资源以提升课程质量和学习体验。在设计研究方法论的指导下,研究者通过课堂反馈、网上讨论、问卷调查和访谈以及反思周记等多种途径,获取学生对本门课程的设计意见和建议,并不间断地根据学生观点对课程设计与实施做出调整。研究结果显示,全体学生均对“学生作为课程共同设计者冶这一理念表示赞同;近50% 的学生意见在课程中实现或部分实现;学科知识准备不足和教学/ 课程设计经验的缺乏是阻碍学生参与课程设计的两大因素;学生参与课程设计的方式有待改进和丰富;原有的课程权力关系较难打破,常会惯性滑落到教师主导的方式;应及早让学生参与课程设计以确保其设计意见能够影响整个课程活动。本研究为第二轮的课程设计与实施打下基础,为“设计研究冶变革学术型研究生教育提供了理论与实践范例。

Students'voices are often overlooked or ignored in higher education. Actually, students could provide different insights from which might benefit faculties and administrators a lot. Therefore, students are one kind of important resources in the process of teaching and learning. In the bilingual postgraduate course, Introduction to Learning Sciences, we invited 9 students as co-designers to take part in the course design and implementation. We used 4 different methods, classroom feedback, online discussion, weekly reflection journal, and questionnaire and interview surveys, to engage students to contribute their individual and collective knowledge for making the course better to serve students'needs. Guided by design research methodology, through the ways mentioned above, we collected lots of important design advices to improve the course design and enhance the level of student engagement. Based on the data analysis results, the researchers found that all the students involved in this course appreciate the idea of " students as course co-designers"; approximately 50% of students'design ideas have been accepted or partly accepted; the lack of the subject knowledge preparation and course / instruction design experiences negatively affected students'participation in course design; the existed methods used for students'participation in course design could be improved; more approaches are needed to enhance students'participation in course design; traditional course power relationship was not easily changed, students tended to be inactive while the course instructor had to fall back to lecturing. The study provided information for revising course design for the next round and demonstrated how we might improve graduate education through "design research".