Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/131808


Title: DFC挑戰活動在課程設計上的運用─以某私立中學為例
The Application of Design for Change Challenge in Course Design:The Case of a Private Secondary School
Authors: 蕭政宏
Hsiao, Cheng-Hung
Contributors: 黃東益
Huang, Tong-Yi
蕭政宏
Hsiao, Cheng-Hung
Keywords: DFC挑戰活動
情緒教育
公共參與
“DFC Challenge” Activities
Emotional Education
Public Engagement
Date: 2020
Issue Date: 2020-09-02 12:50:30 (UTC+8)
Abstract: 民國103年11月,教育部發布「十二年國民基本教育課程綱要總綱」,期於108學年度起,依照不同教育階段逐年實施。『十二年國民基本教育課程』的發展,本於全人教育精神,強調學生為「自發」主動的學習者,學校教育應善誘學生的學習動機與熱情,引導學生妥善開展與自我、與他人、與社會、與自然的「互動」,以謀求彼此的互惠與「共好」。DFC挑戰的核心理念與相關步驟,恰好符合我國現今發展的十二年國民基本教育:學生主動觀察感受周遭環境,發揮創造力想像與實踐各類方案,透過團體分享,以期對環境帶來改變與提升。

本研究以某私立中學高中部一年級及國中部二年級學生為研究對象,進行規模性的DFC挑戰活動;筆者採取調查研究法、觀察研究法、行動研究法、次級資料法與敘事分析法,以了解下列問題:如何全面性、規模性地進行DFC挑戰活動?如何將情緒教育概念導入DFC挑戰活動?DFC挑戰活動與公共參與的關聯性為何?學生是否能在進行DFC挑戰活動後,培養出正向適宜的情緒?學生是否能在進行DFC挑戰活動後,培養出公民社會的積極責任感?研究者主體以問卷和訪談方式,讓參與DFC挑戰的某私立中學學生,回答本身對於DFC的認知了解、親自參與課程活動前後的情緒反應、執行DFC挑戰所遭遇的問題與困難,及探究自我在DFC挑戰活動中的心境轉變。

我們得到了下列研究結果:DFC挑戰活動對校園及班級氛圍的改變,讓成功完成挑戰的班級體認,他們有能力透過思考與行為,真正地凝聚班級向心力、改善環境、關心週遭並解決問題;同時,DFC課程對學生公共參與及正向情緒的提升,顯著地發生在成功完成挑戰的班級小組。研究過程中,筆者蒐集並思索出多項建議,包括課程長度調整、輔助活動與公民教育、輔導教育的導入,為找出最適合某私立中學教育環境的DFC課程設計方式。
In November 2014, the Ministry of Education issued the "12-Year National Basic Education Curriculum Master Plan", which was to begin in the 108th school year. It will be implemented on a year-by-year basis according to the different stages of education. The development of the "12-year National Basic Education Curriculum" is based on the spirit of whole-person education, emphasizing students as self-motivated and active learners. School education should induce students' motivation and enthusiasm for learning, and guide them to develop a proper relationship with themselves, with others, with society and with nature. The core concepts and steps of the “DFC Challenge” are in line with today's developments in Taiwan. "Twelve years of basic national education”: students take the initiative to observe and experience their surroundings, use their creativity to imagine and implement various solutions, and work in groups sharing to bring changes and enhancements to the environment.

This study was conducted with first-year students in the Upper School and second-year students in a Private Secondary School to conduct a large-scale “DFC challenge” activitiy. The author adopts survey research method, observational research method, action research method, secondary data method and narrative analysis method in order to understand the following questions: How can the “DFC Challenge” be conducted comprehensively and at scale? How is the concept of emotion education adapted to the “DFC Challenge” and what is the relevance of the “DFC Challenge” to public engagement? Are students able to develop positive appropriate emotions after performing “DFC challenge” activities? Do students develop an active sense of responsibility in civil society after undertaking the “DFC challenge”? Through questionnaires and interviews, students who participated in the “DFC challenge” were asked to answer questions about their knowledge of DFC, their emotional responses before and after participating in the activities, the problems and difficulties they encountered in implementing the “DFC challenge”, and their own changes in their state of mind during the “DFC challenge”.

We obtained the following findings: the “DFC challenge” made a difference to the campus and classroom climate, and classes that successfully completed the challenge recognized that they have the ability to think and act in ways that truly build classroom cohesion, improve the environment, care for their neighbors, and solve problems. The increase in public engagement and positive emotions of the DFC program is evident in the class groups that successfully complete the challenge. In the course of the research, the author collected and considered a number of suggestions, including curriculum length adjustment, supplementary activities and civic education, and introduction of counseling education, in order to find out the most suitable DFC curriculum design for school's educational environment.
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Description: 碩士
國立政治大學
行政管理碩士學程
102921073
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0102921073
Data Type: thesis
Appears in Collections:[行政管理碩士學程(MEPA)] 學位論文

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