科技部專題研究計畫主持人
MOST 108-2410-H-164-001 -SSS
跨層次跨時點探討USR遠征式學習創新教學準備度對學習者自我導向學習 準備度之研究
A Cross-Level and Cross-Time study of the Relationship between Innovation Teaching readiness and Learners Self-Directed Learning Readiness by the USR Expedition Learning
科技部
Ministry of Science and Technology
修平科技大學
Hsiuping University of Science and Technology
廖珮妏
PEI WEN LIAO
人力資源管理與發展系
Dept. of Human Resource Management and Development
廖珮妏
0939285328
pearlliao@hust.edu.tw
計畫執行期間起:2019-08-01
計畫執行期間迄:2020-07-31
2019-12-01
2020-01-31
以執行第一期(107-108年)教育部辦理補助大學在地實踐社會責任(USR)計畫為深耕型C類以及萌芽型B類,且有融入場域實踐教學課程的大專校院為研究範疇
1
001,003,096
01,03
大學社會責任實踐
University Social Responsibility
大學社會責任實踐計畫(University Social Responsibility, USR),由學校老師帶領學生去發掘區域內的問題,擬定解決方案再結合在地力量協助處理,讓大學生在過程中可充分運用自身所學的專業,參與並服務區域,使各區域居民都能感到大學存在的實質意義,透過由大學來帶動城鄉發展、促進文化振興、再造社區風華,創造在地價值。大專校院執行USR延伸性課程,除了是由上而下的策略支持能挹注經費與資源,更需要由下而上的具有願意推動的教師成員,基於USR延伸性課程的創新教學準備度模型更需要以巨觀的觀點探討學校層級以及微觀的觀點探討影響個體成員加以探討,本研究目的:1. USR延伸性課程成功執行之五大關鍵學校準備度指標,以巨觀的觀點藉由訪談大專校院USR執行單位主管,共同探討學校組織層級因素。2. 整合USR延伸性課程其教師準備度的前置因素,與教師準備度對學習者自我導向學習準備度影響,建構跨層次USR延伸性課程的創新教學準備度模型。本研究以執行第一期(107-108年)教育部辦理補助大學在地實踐社會責任(USR)計畫為深耕型C類以及萌芽型B類,且有融入場域實踐教學課程的大專校院為研究範疇,以其執行單位主管、教師與參與學生為研究對象。透過文獻回顧、深度訪談對USR計畫有相關研究或實務的專家學者,建構USR延伸性課程成功執行五大關鍵學校準備度指標,並採量化問卷調查,透過專家問卷修訂配對班級教師與學生問卷,以跨層次統計方法建構跨層次USR延伸性課程的創新教學準備度模型。整理出USR延伸性課程成功執行之五大關鍵學校準備度指標包括,創新組織文化結構和氛圍、支持創新的領導管理風格、組織支持創新變革、創意人力資本、學習導向和知識管理。建構跨層次USR延伸性課程的創新教學準備度模型,其中教師認知準備度為完全中介角色,其USR延伸性課程的前置知覺因素的適切性,會透過教師認知準備度進而對學生自我導向學習準備度的自我控制產生影響,這意味著教師認知到因為進行USR延伸性課程可讓學校受益具有社會價值,雖然不會直接影響學生自我學習目標設定,但會透過教師採USR延伸性課程改變他的教學方式而影響學生自我導向學習準備度。 本研究以大專院校所執行的USR延伸性課程為主軸,建構出五大關鍵學校組織準備度指標以及跨層次創新教學準備度模型,不論對於USR延伸性課程進行場域實踐推動廣聚焦,亦可做為教育部在推動USR計畫在人才培育之參考。
The University Social Responsibility (USR) program uses schoolteachers to lead students to identify problems. The proposed solution is combined with local power to assist college students in making full use of their majors. The residents of all regions will appreciate the presence of the university. Universities will be used to promote urban and rural development, advance cultural revitalization, rebuild the community, and generate local value. All colleges and universities implement USR extended courses, in addition to top-down strategic support to inject funds and resources. According to this innovative teaching readiness model of the USR extended curriculum, bottom-up teachers’ members who are willing to promote are needed. Exploring school levels from a macro perspective and micro perspectives on factors affecting teacher and student readiness. There are five key school readiness indicators for the implementation of the USR extended curriculum. We interviewed the executive unit directors of the USR colleges and universities to discuss the organizational factors of the school. The prerequisites for teacher readiness of the USR extended curriculum and the effect of teacher readiness on learner self-directed readiness are integrated. An innovative teaching readiness model of the cross-level USR extended curriculum is constructed. This research is based on the implementation of the first phase(2018-2019) of the Ministry of Education\'s University Social Responsibility(USR)plan. It is a Type C (Deep-Cultivated) and Type B(Budding) colleges and universities with field practice teaching courses of institute research area. Executive USR department directors, teachers, and participating students are the research objects. Through literature review and in-depth interviews with experts and scholars who have research or practice on the USR plan, we construct five key school readiness indicators for the implementation of the USR extended curriculum. In addition, a quantitative questionnaire survey was used to modify the matched class teacher and student questionnaires through expert questionnaires. A cross-level statistical method was used to construct a cross-level USR extended curriculum innovative teaching readiness model. This research summarizes the five key school readiness indicators for the implementation of the USR Extended Curriculum. These indicators are an innovative organizational culture structure and atmosphere, leadership management styles that support innovation, organizational support for innovative change, creative human capital, learning orientation, and knowledge management. We construct an innovative teaching readiness model of the cross-level USR extended curriculum. Teachers\' cognitive readiness is a full mediation role, teachers \' appropriateness indirectly affects students\' self-directed learning readiness through cognitive readiness. The appropriateness of the pre-perception factors of the USR extended curriculum will affect student self-directed learning readiness through teachers\' cognitive readiness. This means that teachers recognize the value of the school to the USR Extended Program. Although it will not directly affect students’ self-learning goal setting, it will affect their readiness for self-directed learning by changing the teaching method. This research starts with expeditionary learning. The main axis is the USR Extended Course implemented by colleges and universities. The five key school organization readiness indicators and cross-level innovative teaching readiness models are constructed. Regardless of expeditionary learning prospects, field practice promotes a wide focus with USR extended courses. It can be used as a reference for the Ministry of Education to promote talent cultivation in the USR program.
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