創新動態學在課程創新教學之應用解析：逢甲大學課程融入磨課師學習之案例

Analyzing of Creative Teaching by Using Innovation Dynamics of Habitual Domains: The Case of Public Finance Course MOOCs Blended Learning in Feng Chia University

翻轉教室改變過去以教師的教學為主體核心，讓學生的學習成為教室的新主體。透過學生學習本位，帶動不一樣的教與學的歷程。磨課師融入學習的創新教學，能夠滿足上述不斷改變創新之學習環境和方法的要求，讓學生從被動學習發展至主動學習的創新教學模式。本研究旨在應用習慣領域之相關理論與創新動態學之動態循環，解析磨課師融入學習的課程教學創新的動態創新階段之意涵。以逢甲大學合作經濟暨社會事業經營學系大三必修財政學為例，論述透過磨課師融入學習如何影響學生自主與合作學習的教學創新動態過程。本研究為習慣領域「覺學用享」與創新動態學結合之「覺學用享」創新教學動態過程，解析大學課程磨課師融入學習的創新教學案例與相關經驗反思。研究結果發現：一、磨課師融入學習之創新教學的發展過程包括：覺知階段、學習階段、執行階段和分享階段；二、習慣領域三大工具箱可釋析教師創新教學學習階段的能力集合之擴展方法；三、個案學生「覺學用享」創新動態循環過程的習慣領域四大基本概念之意涵。

The creative teaching of MOOCs blended learning can meet the requirement of the learning environment and methods need to meet the requirements of transformation of teaching model, from the passive learning into active learning. The purpose of this study is based on innovation dynamics of habitual domains to analyze the development process of Undergraduate Public Finance Course MOOCs blended learning in Feng Chia University from 2014 to 2018. This research based on habitual domains theory and competence set analysis, will get into potential domains to study the charge structures and relieving the charges and pairs of the targeted teacher and students. There are three major finding of this study. Firstly, there are four phases are identified in the development process of MOOCs blended learning creative teaching: knowing phase, learning phase, doing phase and sharing phase. Secondly, the three boxes of habitual domains have impacts on the learning phase of teacher’s competence set. Thirdly, the innovation dynamics of habitual domains could be used as paradigm and reference in sharing phase of MOOCs blended creative teaching for teacher.