培養「跨文化能力」之通識教育課程設計與學習成效－－以「創意日本－－神話、傳說、鬼怪的文創」課程為例

A Case Study of Course Design and Learning Achievement in the General Education Curriculum on the Cultivation of Cross-Cultural Competence: ＂Creative Japan: Cultural Creation of Mythology, Legends, Ghosts and Monsters＂

在全球化的今日跨國界的知識整合與文化交融是不可避免的趨勢，跨文化能力培養更加重要。本研究以「創意日本──神話、傳說、鬼怪的文創」課程的創新教學設計，透過跨文化想像，從跨文化觀點重新詮釋創意的創新教學課程。參考新版布魯姆認知領域教學目標新修訂的理論內涵來設計教材、活動、評量，以田野調查、討論、做中學、課題解決等螺旋式混合教學法，搭配自編主題式教材的配合運用。強調知識的後設認知能力，導入課題解決導向學習模式及合作學習的精神，藉此建構屬於課堂中的學習共同體模式，以學習者自我評量的前後測成績比較及心得回饋等來分析學生的學習成效。課程實踐結果證明：從學生的自我評量數字中發現透過這樣的課程設計，確實顯著達成提升學習成效的目的。從心得回饋的質性分析中發現，學生對自己的學習成果表示有成就感及榮耀感，並能反思臺灣文創的相關問題。其次，以跨文化能力為目標之通識教育課程設計，雖然在技能領域方面比較難深化，但在認知領域及情意領域方面則深具影響，特別是情意領域的目標達成與學生對課程的滿意度密不可分。由此，也可以推論這樣的通識教育的創新課程設計，確實有助促進跨文化能力的培養。

In the age of globalization, the integration of cross-cultural knowledge and cultural exchange has become an inevitable trend. Therefore, the cultivation of cross-cultural competence has become more important than ever. This skill, however, is difficult to measure using traditional methods of testing. This study re-interpreted creativity from a cross-cultural perspective through a new instructional design of the course, ＂Creative Japan: Cultural Creation on Mythology, Legends, Ghosts and Monsters.＂ The teaching materials, activities, and evaluations of the course were designed based on a revised version of Bloom's taxonomy of learning objectives. The course also featured self-designed topics and incorporated spiral teaching methods such as field research, discussion, learning by doing, and problem-solving. With a focus on training metacognitive skills, problem-solving, and cooperative learning skills, this course intended to establish learning communities in class. Learning outcomes are assessed by comparing the students' self-evaluations and feedback gathered before and after the tests. This study yielded the following results as indicated in student self-evaluations, the new course design significantly enhanced learning effectiveness. Qualitative analysis of student feedback revealed that they developed a sense of achievement and pride from their learning accomplishment and were able to further reflect on related issues about cultural creation in Taiwan. Furthermore, while the course design presented less significant progress in the development of technical skills, it played an influential role in improving skills in the cognitive and affective domains. Additionally, how well students achieved in the affective domain depended closely on the level of their satisfaction in this course. Thus, it can be inferred that this creative course design in the general education curriculum was indeed beneficial in fostering the cultivation of cross-cultural competence.