學習成果導向之教學

Outcome-Based Teaching

學習成果導向教育是近十年來國內高等教育改革的趨勢。護理教育在台灣護理教育評鑑委員會的評鑑與宣導下，在2006年即開始推行以學生中心、學習成果為導向的同儕評鑑制度。學習成果導向教育改變以往的教學歷程由傳統以教師為中心之知識內容教導轉向以學生為中心之能力導向教學，此教學典範之變革對教師是一大挑戰。本文以Lenburg(1999)的勝任力成果表現評估模式(the Competency Outcomes Performance Assessment Model)的四個要素：包括界定能力成果、訂定能力指標、運用有效的教學策略、評值能力表現，說明發展以成果為導向的課程教學規劃時的流程和應考量的注意事項，做為教師安排相關教學活動之參考。

Outcome based education is a global reform trend of higher education in recent decades. A studentcenter and learning outcomes-oriented peer evaluation system of nursing education was initiated by the accreditation and promotion of Taiwan Nursing Accreditation Council in 2006. Traditional learning process is teacher-oriented and content-focused. In outcome based education, learning process needs to be shifted to a student-oriented and competence-focused. This shift of teaching paradigm is a great challenge to teachers. In this paper, we introduced the Competency Outcomes Performance Assessment Model proposed by Lenburg (1999) as a framework for designing a curriculum that is competence-based. Four elements comprised the model are described and discussed, including specifying competency outcomes, conversion of objectives outcome statements, most effective ways of learning competencies, and creating competency performance examination and assessments. Faculty who are interested in competence-based teaching may use the framework as a guide to develop teaching activities and bring favorable outcomes.