LinkedIn emplea cookies para mejorar la funcionalidad y el rendimiento de nuestro sitio web, así como para ofrecer publicidad relevante. Si continúas navegando por ese sitio web, aceptas el uso de cookies. Consulta nuestras Condiciones de uso y nuestra Política de privacidad para más información.
LinkedIn emplea cookies para mejorar la funcionalidad y el rendimiento de nuestro sitio web, así como para ofrecer publicidad relevante. Si continúas navegando por ese sitio web, aceptas el uso de cookies. Consulta nuestra Política de privacidad y nuestras Condiciones de uso para más información.
一、訂定學生基本能力指標之 動機 與策略 self-evaluation or accreditation puts more emphases on checking instructional resources, teachers’ quality, curriculum design and research outcomes, but less concern for student learning outcomes and actual learning performance 學生學習成效與實作表現 lack attitudes towards active learning and attempts on knowledge acquisition know less about what college students fulfill in universities/programs and what they actually change while graduation 主動學習與求知求新的動機與態度 大學生畢業後成就與實力
一、訂定學生基本能力指標之動機與 策略 <ul><ul><li>with systematic data collection of the customized student e-portfolio system and assistance of diverse learning-aid and support approaches </li></ul></ul><ul><ul><li>address students’ core competencies by using learning indicators </li></ul></ul><ul><ul><li>establish “ curricular structure and learning map ” </li></ul></ul><ul><ul><li>help students realize learning goals and position themselves on appropriate career directions and right study tracks </li></ul></ul>客製學生學習歷程檔案與多元學習輔助工具 核心能力指標 課程學習地圖 就業定向與學習路徑
二、學生能力指標 <ul><li>三大學生能力 </li></ul><ul><li>(a) 通識能力 (general education) </li></ul><ul><li>(b) 社會能力 ( 就業競爭力 ) (personal and social development) </li></ul><ul><li>(c) 專業能力 (intellectual education) </li></ul><ul><li>知能指標 (cognitive indicators) </li></ul><ul><li>demonstrable acquisition of explicit knowledge and </li></ul><ul><li>skills as in a major or in general education. </li></ul><ul><li>情感指標 (affective indicators) </li></ul><ul><li>students’ values, attitudes, self-concepts, world views, goals and behaviors affected by extracurricular experiences </li></ul>
通識能力 <ul><li>To gain a broad general education about different fields of knowledge </li></ul><ul><li>The competencies required by general education: </li></ul>
社會能力 ( 就業競爭力 ) 1/2 <ul><li>社會就業競爭力： The reflection and feedback of graduates and employers, which requires all students before graduation to possess kinds of competencies to fulfill basic employable conditions. </li></ul><ul><li>to gain competitive advantage in personal development, employability and socialization ： </li></ul><ul><li>就業職能、服務學習、團隊領導、身心健康 </li></ul><ul><li>品德倫理、廣博知識、學術活動、語言進修 </li></ul><ul><li>資訊運用、多元學習 </li></ul>6
系所專業能力 more knowledge-based and employment-oriented mirror the educational goals and developmental characteristics of the departments and programs be feasible, reasonable and applied to curriculum design and instruction 專業能力指標 指標的功能 指標的應用
師資培育專業能力指標 (1/3) 能力指標 指標描述 1. 能掌握學科知識、學科教學知識及學生發展與學習知識 Be able to have content knowledge and pedagogical knowledge in Secondary subjects as well as the understanding of student development in learning 1-1 Master in the content and structure of the subject taught, and be aware of the relation to other subjects 1-2 Know how to precisely deliver the content of subjects to students 1-3 Know students' development in learning and psychology so as to distinguish individual differences 2. 能依據課程目標與學生特性規劃課程和設計教學活動 Be able to design curriculums and course activities based on instructional goals and students‘ characteristics 2-1 Design curriculum based on students' characteristics. 2-2 Consider various students' needs with different learning achievements and cultural backgrounds while designing course content and its activities 3. 能運用適當的教學策略與資源 Be able to adopt appropriate teaching strategies and resources 3-1 Inspire and maintain students' learning motivation 3-2 Select proper pedagogical techniques according to instructional goals, teaching materials and students' attributes 3-3 Use relevant teaching recourses inside and outside schools
師資培育專業能力指標 (2/3) 4. 能評量學生學習情形並據以調整教學 Be able to evaluate students‘ learning outcomes and modify one's teaching methods according to learning performance 4-1 Adopt multi-tools to assess students' learning outcomes 4-2 Adjust one's teaching methods based on students' learning assessment and feedback 5. 能提升學生的學習成效 Be able to enhance students' learning outcomes 5-1 Cultivate students' basic knowledge and skills 5-2 Develop students to have higher-level thinking skills 5-3 Cultivate students to have morals, values and affective development 6. 能營造有助於學習的環境 Be able to manage a supportive learning environment 6-1 Set appropriate class rules which maintain a learning environment suitable for study 6-2 Arrange and organize a supportive learning environment 6-3 Create a respective, fair and positive atmosphere in classrooms
師資培育專業能力指標 (3/3) 13 7. 能妥善運用資源對學生進行輔導 Be able to offer students guidance and assistance by properly using various learning recourses 7-1 Be familiar with students' background information and learning need 7-2 Use resources to offer students tutoring and guidance 8. 能致力於反思與專業成長 Be able to reflect oneself on teaching and enhance one’s professional development 8-1 Improve one's teaching by examining teaching process and its effectiveness 8-2 Keep studying and put what one's has learned into practice 8-3 Participate in professional communities inside and outside schools 9. 能與服務學校建立正向的互動關係 Be able to have a positive relationship with schools which offer practicum and service learning 9-1 Have professional interactions with mentor teachers 9-2 Have positive attitudes towards tutored students 10. 能善盡教育專業責任 Be able to be responsible for one's professional obligation and teaching responsibility 10-1 Participate activities and affairs hold by schools 10-2 Show one's commitment and passion in education 10-3 Follow educational principles in morals and ethics
三、學習輔導機制之 管道 與學習成效 客製學生學習歷程檔案 整合 e 資源 教學輔導 系統 Integrate student database, e-campus single login and student e-care guidance system into a manageable platform T eaching, learning, guiding and career development are integrated to assist students in fulfilling their study plans and reinforcing their employable conditions With the help and support of teaching assistants’ (TA) tutoring service , mentors’ modeling and academic advisors ’ suggestion, students reach their proposed learning goals effectively
三、學習輔導機制之管道與 學習成效 <ul><li>各類指標源於教育核心價值： enacts a vision of diverse learning outcomes and achievements that graduates, employers, industrial representatives and inner/outer scholars most value for college students </li></ul><ul><li>學習績效證明 ： </li></ul><ul><ul><li>verifiable, actionable, representative and cumulative evidence </li></ul></ul><ul><ul><li>portfolios of student work, exit competency examinations, performance on licenses and achievement tests, numbers of credit hours, employer ratings, and surveys of student engagement </li></ul></ul>
學生學習歷程檔案 諮詢 輔導 的融入 適性測驗與就業公告 Students can check out learning resources and monitor their progress toward intended goals and required competencies in a spirit of ongoing improvement To enhance outcomes of counseling service for students, departmental mentors, academic advisors and counselors are well trained to interact with students to state implementable learning goals, communicate high expectations and involve students in learning. Occupational aptitude tests, learning attitude tests, job placement surveys and job announcements have been built into the customized e-portfolio system Each student can have his/ her own personal resume after graduation which records all events, competencies and efforts that a student has done. 學習資源的整合 諮詢輔導的融入