培養師資生素養導向課程設計能力：以合作問題解決為例

Fostering Student Teachers’ Ability to Design Competence-based Curriculum: A Case of Complex Problem-solving Curriculum Design

108課綱以核心素養作為教育改革的核心理念，發展核心素養的教與學理論刻不容緩。本研究運用設計研究法來發展「素養導向學習活動設計框架」，並結合「設計思考」的教與學來設計中等學校師資培育之「課程發展與設計」課程，以培養師資生設計「合作問題解決課程」的能力。研究資料顯示，14位師資生經歷18週課程後，對設計思考、小組合作、素養課程與學習活動設計方法、教學與引導方法、學習觀點與評量等六大主題的觀點產生重要變化，與本課程培養師資生成為「設計思考的半個專家」和「學習經驗設計師」的目標吻合，但理解深度不如預期。根據上述研究成果，本研究提出的素養導向學習活動設計框架與課程仍需透過更多場域驗證來遞迴修正，以進一步發展素養導向學習活動設計框架理論與合作問題解決課程。

This study tackles one of the more daunting challenges in the 108 curriculum reform--fostering student teachers’ capability in designing competence-based curriculum such as teaching collaborative problem-solving. The researcher employed a design-based research approach to conceptualize a Competence-based Learning Activity Design Framework. Based on the design framework, a Curriculum Development and Design Course was designed to help student teachers design collaborative problem-solving curricula with Design Thinking. 14 student teachers participated in an 18-week curricular enactment and research. Findings on participants’ learning outcomes corresponded closely to the course objectives, suggesting that the Competence-based Learning Activity Design Framework and the Curriculum Development and Design Course could nurture participants’ conceptual understanding with regard to designing collaborative problem-solving curricula. However, participants’ limited understanding of Design Thinking constrained the depth of curricula designed by participants. Further development of the Competence-based Learning Activity Design Framework will attempt to address the above challenge in the next design-based research iteration.