整合式課程設計：關鍵學習落實在心理統計學課程

Implementation of Significant Learning in Statistics for Psychology: An Integrated Approach to Designing Courses

心理統計學常是大一新生挫敗的學習科目，如何提高統計學習的動機，有賴於整合式課程設計，關鍵學習落實在課程中，依據基礎知識、應用、整合、人本向度、關注、及學習如何學六大分類，進而將學習目標結合學習經驗。本研究目的旨在提供任教心理統計學教師有關教與學之實務，包含課程單元主題、課程創新設計、及學習評量設計。研究對象為個案大學心理統計學課程53位學生。研究結果發現：整合式課程設計上，關鍵學習與合作契約式學習融入可降低學生的統計焦慮，提升學習動機與興趣，並可創造自我導向學習能力，學生可從中精熟、實作與創新，除了在課堂上獲得知識外，更能激發學生終身學習的意願，進而瞭解統計與生活的關係。最後，本研究針對上述研究結果進行討論提出實務意涵，做為大學校院教師在教學、後續課程規劃之參考。

Statistics for psychology is a subject that often frustrates freshmen. Improving freshmen’s motivation to learn statistics requires an integrated approach to designing courses. The approach proposed here employs 6 classifications: foundational knowledge, application, integration, the human dimension, interest, and learning how to learn. The purpose of this study was to provide teachers of statistics for psychology with guidelines for teaching and learning, including course unit themes, innovative curriculum programming, and the design of learning assessment. The research sample comprised 53 university students who studied statistics for psychology. The findings of this study are summarized as follows: applying an integrated approach to course design, significant learning, and cooperation in contract learning reduce anxiety and thereby improve learning motivation and interest, as well as develop self-directed learning ability. Thus, students acquire knowledge outside of the classroom, and learn through mastery, implementation, and innovation. Students are motivated by a lifelong desire to understand the relationship between statistics and life. Finally, on the basis of the preceding findings, I provide university and college teachers with practical suggestions, references on teaching, and follow-up courses on planning.