設計本位學習導入經典教育提升醫學大學學生自我效能：以論語為例

Integrating Design-Based Learning into Classical Education to Enhance Students' Self-Efficacy in Medical University: A Case Study of The Analects

本研究探討了設計本位學習（Design-Based Learning, DBL）理論在經典教育中的應用，特別是如何透過《論語》的教學來提升醫學大學學生的自我效能。醫學大學學生在求學期間承受著巨大的學習壓力和自我要求，如何讓他們不局限於背誦和應試，而是能從通識課程中真正汲取經典義理的養分和韌性，並將其轉化為面對生活挑戰的自我效能，是本研究的核心關懷。研究期程為2021年8月至2022年7月，參與對象共43位選修論語課程醫學大學學生，透過混合式研究之三角檢證，研究發現，DBL的情境單元設計對於增強學生的「自我了解」、「人生意義」和「懷抱希望」等自我效能構面有顯著影響，其中尤以「人生意義」最為關鍵，與其他構面「自我了解」、「懷抱希望」或「接受挑戰」間呈現中高度相關性。綜合質性編碼得出更為細緻的發現：1.DBL原則深化經典學習的實作經驗與連結學習脈絡。2.性別在自我效能的表現上存在顯著差異，醫學大學女學生不僅在「自我了解」與「人生意義」表現優於男學生，且男學生更於「希望」構面顯著呈現疲累與擔憂。3.在教學成效上，觀察到「情境代入」所產生的經驗內化，更能夠幫助學生學習遷移至未來人生路上，「自然而然」發生「情景召喚」的連結，創造經典「再憶」與「再用」，具體實踐經典規準於生活情境。這項研究結果強調了經典教育在現代教學中的重要性，並提出了將DBL原則應用於經典教育的具體建議，以促進學生在個人和未來生活中的成長和發展。這不僅驗證了創新教學方法的效益，也為學生提供了經典成為生活中新力量和行動力的可能性。

This study investigates the application of Design-Based Learning (DBL) theory in classical education, specifically through the teaching of Confucius' Analects, to enhance university students' self-efficacy. Medical university students face immense academic pressure and high self-expectations during their studies. This research focuses on how to help these students, who are accustomed to roting memorization and exam preparation, to genuinely absorb the nutrients and resilience from the moral principles of classical literature taught in general education courses, and transform them into self-efficacy for confronting life challenges. Conducted from August 2021 to July 2022, the study involved 43 students enrolled in an Analects course. Utilizing a mixed-methods triangulation approach, the research found that DBL's contextual unit design significantly impacted students' ''self-understanding,'' ''life's meaning,'' and ''hopefulness''-key aspects of self-efficacy. Additionally, the ''meaning of life'' aspect of self-efficacy is moderately to highly correlated with ''self-understanding,'' ''embracing life's hope,'' or ''accepting life's challenges.''
Qualitative coding further revealed:
1. DBL principles deepen the practical experience of classical learning and its contextual connections.
2. Significant gender differences were observed in the ''meaning of life'' component of self-efficacy, which also showed moderate to high correlations with other self-efficacy aspects such as self-understanding, embracing hope, or accepting life's challenges. Medical university female students not only perform better than male students in terms of self-understanding and life meaning but male students also show significant fatigue and concern in the embracing life's hope.
3. In terms of teaching effectiveness, the internalization of experiences through ''contextual immersion'' was observed, aiding students in naturally creating ''situational recall'' links in their future life paths, fostering ''reminiscence'' and ''reuse'' of classics, and concretely applying classical standards in life situations.
The results underscore the importance of classical education in modern teaching and offer concrete suggestions for applying DBL principles to classical education, promoting growth and development in students' personal and future lives. This not only validates the benefits of innovative teaching methods but also provides students with the potential to become new forces and agents of action in life.