以循環探索的深度學習來提升教師課程設計的潛力與實踐

Improving the Potential and Practice of Teachers’ Curriculum Design with Deep Learning of Circular Exploration

108課綱實施之後，因為學校課程發展的需要，教師的課程設計能力逐漸受到重視，為了幫助現場教師提升課程設計能力，有別於過去的聽講研習類型，各種實作工作坊因應而生。然而，這些實作工作坊能帶起教師的課程設計潛能嗎？根據教師參與者的回饋發現，其中以未能滿足教師的需求、時間與空間的不足、課程的精實度與帶領團隊等因素，都會影響教師學習的參與度。本研究透過成人學習、深度學習與U型理論的分析，從三者關係中建立一個教師循環探索的深度學習架構，來提供辦理教師實作工作坊的參考，這架構分別為第一層成人學習的基本需求、第二層外在的情境需求、第三層的環境系統及第四層循環探究歷程，包含「體驗─察覺─討論─實作─釋義─認同─實踐─反思─創新」等過程。

After the implementation of the Master Framework for the 12-year Basic Education Curriculum Guidelines, due to the needs of school curriculum development, teachers’ curriculum design ability has gradually received more attention, and various workshops have emerged to improve teachers’ practical ability. However, these workshops also have many problems: failure to meet the needs of teachers, insufficient time and space for activities, preciseness of courses and leading teams, etc., all of which will affect teachers’ participation in learning. This study combines the analysis of adult learning, deep learning and U theory, and establishes a deep learning framework for teachers to explore circularly from the relationship between the three, so as to provide a reference for teachers’ practical workshops. This framework is divided into the first layer is the basic needs of adult learning, the second layer is the external situational needs, the third layer is the environmental system and the fourth layer is the microcirculation exploration process, including “experience-perception-discussion-practice-interpretation-identification-practice-reflection-innovation” and other processes.