共敘大港聚落之環境正義敘事力融入通識課程之人文陶養與學習成效探究

Co-narrating the Environmental Justice of A Major Port Village: Narrative-Based Fieldtrips and The Associated Learning Outcomes Assessment

本文旨在探討議題導向敘事力融入場域踏查，如何影響人文之陶養以促進人才培育之目的。文中案例通識課程於 109 學年度課程實施（n=76），藉由場域踏查三階段課程設計，並以質、量化整合性研究進行學生學習成效評估，以理解個人學習與團隊合作在知識建構、三師跨域共授議題融入時間軸、場域踏查共敘環境正義與健康、推論階梯後設思考踏查歷程等各項教學歷程的成果。學生的多元敘事能力展現於繪圖、心得寫作反思與期末小組報告；而統計總結性評量工具「期末小組口頭報告評量尺規」的各個評估項目後發現（n=51），全班在「口語溝通」的個人分數上顯著低於「簡報製作」相關的團體分數；但各項評分向度都沒有顯著的性別差異。質性分析心得寫作後發現，學習者藉由課堂互動經歷了傾聽、協調、溝通與表達，並發揮於場域踏查時對於議題的同理與共感，進而後設反思「人文陶養」作為學習目標已融入每個教學環節中。全文末反思議題導向之敘事力融入場域踏查後，如何縱深學習者之助人健康的信念與倡議，進而展望未來教學樣貌以持續人才培育之努力。

The purpose of this paper is to investigate how issue-oriented and narrative-based fieldtrips cultivate humanities as a way of fostering students. The general education course in this study had a focus on the issue of environmental justice and three staged fieldtrips were carried out in this course. Seventy-six students in total were enrolled in the academic year of 2020, and learning outcomes were assessed through a mixed-methods approach to evaluate how well they engaged themselves individually and collectively in the entire process. Narrative works collected for measuring student learning included drawing, reflective writing, and final presentations by groups (n=51). Grading rubrics, the tool for assessing wholistic learning outcomes, showed that scores in collaborative performances were higher than individual ones. Qualitative analyses found that competencies such as listening, negotiation, communication and expression were clearly experienced through in-class interactions, which became highly instrumental in developing empathy and compassion in fieldtrips. In addition, practice reflection and suggestions were also provided for teaching advancement in the future and fostering next generation professionals.