體驗學習融入寒暑假活動設計與實作課程之教學實踐歷程與省思

本研究旨在探討以體驗學習方式，融入大學「寒暑假活動設計與實作」課程之教學實踐歷程與反思。105學年度第二學期首次開設本課程，教學評量分數為4.08，改變的起點源自於前一年度學生的學習表現及教學評量的結果未臻理想，106-107學年度實施體驗學習前導性教學，同時搭配幼保系上模組課程的轉換，全面性的增進學生的專業知能。本課程於108學年度正式導入體驗學習，109學年度教學評量結果來到最高4.88分，110學年度則因應疫情創新採以線上體驗學習模式融入課程，教師亦於110學年度榮獲全校優良教師教學獎。本研究透過質化與量化方式分析，包含文獻回顧、教學評量、課程外審、課後問卷、實作設計修正與討論紀錄、學生反思與回饋等資料，首先描述108-109學年度的執行情形，並佐以110學年度之線上體驗學習融入本課程設計與學習成效進行探究。研究結果發現：一、融入體驗學習之PDCA課程模式中，在教學目標、課程內容與核心能力關聯，教學策略、教材、教具、教案運用，協調、溝通與團隊合作能力、跨領域知識與整合能力等皆獲得優良之評分結果。二、導入體驗學習之教學行動策略，經過設計思考、實作模擬、反覆修正、真實情境、反思回饋等循環階段，發現學生回顧體驗學習之實作內容，省思了過去生長過程中未有的經歷，發現帶活動須具備的自信、勇氣與能力，明顯看到學生自我的成長與轉變，懂得從不同的角度與立場，能看見、思考與解決問題，並知道如何運用於未來。三、體驗學習有助於大學生整合專業知能並獲得成就感，且有助於就業的準備及進行未來職涯發展的探索。

The purpose of this research is to explore the teaching practice process and reflections of integrating experiential learning into ''Winter and Summer Vacation Activity Design and Implementation'' course in university. This course was offered for the first time in the second semester of 2016, teaching evaluation score is 4.08, the change comes from the results of the students' learning performance and teaching evaluation in previous year. The implementation of experiential learning pre-teaching from 2017 to 2018. At the same time, with the conversion of the module courses in the department, comprehensively enhance students' professional knowledge. This course was introduced into experiential learning officially in 2019, and teaching evaluation results 4.88 reached the highest level in 2020. In response to the covid-19 situation, the online experiential learning model integrated into the curriculum in 2021, the teacher also won the school's excellent teacher teaching award in the same year. This research is analyzed through qualitative and quantitative methods, including literature review, teaching evaluation, external course review, after-class questionnaire, practice design revision and discussion records, student reflection and feedback. Firstly describe the implementation situation in 2019-2020, and explore the integration of online experiential learning into this course design and learning effectiveness in 2021. The research found: 1. Integrating into the PDCA course model of experiential learning, it has achieved excellent scores in teaching objectives, course content and core competencies, teaching strategies, teaching materials, teaching aids, use of teaching plans, coordination, communication and teamwork skills, cross-disciplinary knowledge and integration skills. 2. The teaching action strategy of experiential learning is through the cycle stages of design thinking, practice simulation, repeated revision, real situation, reflection and feedback, we found that students review the practical content of experiential learning, reflect on the experience that they did not have in the past growth process, and discover the self-confidence, courage and ability required for activities. We clearly see the growth and transformation of students themselves, know how to see, think and solve problems from different perspectives and positions, and know how to apply them in the future. 3. Experiential learning helps college students integrate professional knowledge and gain a sense of accomplishment, and it also helps prepare for employment and explore future career development.