佐藤學「學習共同體」的在地轉譯──談臺中教育大學大一國文課程共備機制

Translation in Place of Manabu Sato’s “Learning Community”–A Discussion on Co-planning Mechanism of Chinese Course for Freshmen at National Taichung University of Education

臺中教育大學大一國文課程通過執行「全校型閱讀與書寫計畫」，推動大一國文課程改革。為使學習能夠更有成效，漸進地導入佐藤學「學習共同體」的概念，以學生為主體，進行教學現場的改變，並透過共備機制，打造一個互相學習成長的教師社群。此課程改革主要由教師及學生兩方面進行。教師部分建立「課程共備機制」，經營開放聆聽、多元創新的社群支援力量；學生部分則是藉由「協同學習」的課堂討論模式，以聆聽分享為主軸，達到同儕相互學習的目的。期間並配合「開放課堂」的實務操作，逐漸建構起共備、觀課、議課的三階段流程，將學生、任課教師、觀課教師皆納入「學習共同體」，實施兩學年已達到每位教師皆參與共備，每位教師亦皆曾開放課堂的成果。「學習共同體」理念的導入，是臺中教育大學大一國文課程的在地化（個別化）轉譯過程，通過審視、轉化、融涉等運作，形構出專屬於該校國文課程樣態，也展現高教多元教學的成果。 The Chinese literature course for freshmen at the National Taichung University of Education promotes the reform of Chinese course by implementing school-wide reading and writing projects. In order to enhance learning outcome, it successively introduces Manabu Sato's ＂Learning Community＂ and treats students as subjects to change instructional field. Through co-planning mechanism, it constructs one teacher community of mutual learning and growth. The reform of the course is mainly based on both teachers and students. As to teachers, it established ＂co-planning mechanism of course＂ and managed community support with listening, diversity and innovation. As to students, based on class discussion model of ＂collaborative learning＂, it focused on listening and sharing to accomplish the purpose of peer learning. At the same time, upon practice of ＂open class＂, it gradually constructed three phases of co-planning, teaching demonstration and class reflection and included students, class teachers and observation teachers in ＂learning community＂. After the implementation of two academic years, all teachers have participated in co-planning and have publicized the result of course. The introduction of the idea of ＂learning community＂ is the process of translation in place (individualization) of Chinese course for freshmen at National Taichung University of Education. Through review, transformation and involvement, it establishes the exclusive pattern of Chinese course of the university and demonstrates the outcome of multiple instruction of higher education.

The Chinese literature course for freshmen at the National Taichung University of Education promotes the reform of Chinese course by implementing school-wide reading and writing projects. In order to enhance learning outcome, it successively introduces Manabu Sato's ＂Learning Community＂ and treats students as subjects to change instructional field. Through co-planning mechanism, it constructs one teacher community of mutual learning and growth. The reform of the course is mainly based on both teachers and students. As to teachers, it established ＂co-planning mechanism of course＂ and managed community support with listening, diversity and innovation. As to students, based on class discussion model of ＂collaborative learning＂, it focused on listening and sharing to accomplish the purpose of peer learning. At the same time, upon practice of ＂open class＂, it gradually constructed three phases of co-planning, teaching demonstration and class reflection and included students, class teachers and observation teachers in ＂learning community＂. After the implementation of two academic years, all teachers have participated in co-planning and have publicized the result of course. The introduction of the idea of ＂learning community＂ is the process of translation in place (individualization) of Chinese course for freshmen at National Taichung University of Education. Through review, transformation and involvement, it establishes the exclusive pattern of Chinese course of the university and demonstrates the outcome of multiple instruction of higher education.