英文摘要 |
With the trend of promoting the “Curriculum Guidelines of 12-Year Basic Education” in Taiwan, self-directed learning has emerged as a principal element. Consequently, how can students’ self-directed learning ability be developed through the university curriculum so as to bridge high school learning and make it a soft power that can be taken away? How should the university curriculum change to motivate self-directed learning? This study took the design of a liberal studies mini-course as an example and adopted a self-directed learning teaching model. The objective was to encourage learners to participate in social issues, focusing on care for visually impaired people, and examine whether they can establish empathy with the visually impaired and develop “self-directed learning” ability. The findings suggest that the mini-course strategy combined with the self-directed learning model can arouse learners’ care for the visually impaired, trigger their motivation to learn, and enhance the motivation and practice of self-directed learning by establishing empathy. The self-directed learning model can stimulate more communication and discussion, and encourage learners to get to know peers from different departments. Through the process of tactile mapping, it can also help learners acquire new knowledge and design self-directed practices together, so as to propose solutions for the visually impaired and effectively demonstrate the learning effectiveness of care for visually impaired people and self-directed learning. The curriculum design integrates key knowledge and skills impartment, experiential empathy with diversity groups, cross-disciplinary communication, and goal-oriented learning (tactile map) to induce learners’ motivation for constant inquiry, arouse their energy for self-directed learning, and allow them to combine curriculum knowledge with professional knowledge, thereby developing thinking on self-directed learning practices. |