素養導向的大學英文課：以議題融入概念為本的設計

Transforming College Reading Class Toward Competency Development: Findings From an Issue Integration Course Designed With an UbD Framework

議題融入課程的教學，在培養21世紀關鍵能力的國際潮流下成為熱門議題，也是108課綱培養核心素養的解方之一。本研究以大學通識英文選修課為教學與研究的場域，以議題融入概念為本，將課程翻新，運用可視化思考為主要教學方法。本研究採用質性研究取向的行動研究，來了解學生修習上述課程後議題分析能力的改變，以及課程對修課學生的學習觀點產生的影響，並歸納課程與教學的設計重點。本研究探討兩個研究問題：一、議題融入、概念為本融入課程設計後，學生的議題分析表現產生哪些改變？二、議題融入、概念為本融入課程設計對學生的學習產生哪些影響？研究結果發現，本課程明顯提升學生的議題分析表現，尤其是多元觀點及系統思考兩種關鍵思考能力。同時，學生對後設思考與協同學習的想法也有明顯的變化。本研究亦發現，議題融入、概念為本的課程設計尤須注意選擇讓學生有感的議題和文本、因應學習狀況調整學習任務及思考慣例的安排、促進小組有效的對話和思考。本研究未設計以小組協同合作促進議題探究與分析表現，此為研究者下一階段的研究目標。本研究提供議題融入、概念為本的課程設計應用於通識教育之實際案例，以及教學設計的新觀點，對於運用議題融入提升素養的課程、教學及學習評量皆有啟發與貢獻。

The importance of core competencies and the trend of integrating global issues in curriculum has gained increasing attention in recent years. In fact, the topic of issues integration into curriculum has also been adopted in several higher education teaching practice research in Taiwan and have been proven to bring positive effects toward cultivation of competencies, interdisciplinary inquiry, and social awareness. However, the researchers found that the alignments among big ideas, issues, cultivation of thinking abilities, and assessment have not been stressed enough in previous research. Thus, there is an urgent need to review relevant literature and propose a curriculum to solve the above issues. In the present research, we aim to propose an issues integration and competency-based curriculum design framework and inquire two research questions: 1) How does students’performance on issues analysis change during issue integration curriculum enactment? 2) How does students’perception of learning change during issue integration curriculum enactment? We applied action research method for research design and qualitative research paradigm for data collection, analysis, and interpretation. The analysis results revealed that issues integration and UbD course design have brought positive impact on students’performance of issues analysis writing, especially their performance of considering multiple viewpoints and systems thinking. Meanwhile, students perceived improvement of reading comprehension and positive influence from group collaboration and metacognitive thinking. The positive result proved that the present curriculum design could serve as an applicable and practical framework. The limitation of the research is the lack of more comprehensive explanation between how group collaboration affects students’performance of issues inquiry. The suggestion for future study is to consolidate literature and collect data of group discussion to bridge the gap. Insights gained from the present research may provide reference for future researchers and educators who are interested in this topic.