與學生生命共舞的教學設計與實踐

Instructional Design in Resonance with Students’Lived Realities

成人教育如何啟動學生的生命？教師要扮演怎樣的角色？怎樣的教學設計是可行的？本文以研究者從事成人教育三十年的經驗為例，做一論證，以其歷年的出版品作為文本分析的範疇。為分析教學現場的圖像，借助普拉特（D. D. Pratt）的一般教學模式逐一檢視。並且，以研究者的「成人識讀教育研究」課程教學實踐案例，輔以SPA-C模式做一論析。最後，綜合提出與學生的生命共舞之教學設計的關鍵有三：經驗性、脈絡化學習，重構個人與世界的關係是課程設計的理論基礎；成人教育者必須知行合一，在教學實踐中逐步落實自身的生命教育的實踐；以及問題導向學習的教學設計是關鍵，SPA-C架構可作為輔助。最後提出，教師的自我知識是與啟動學生生命的教學設計的前提，作為師資培育和教師自我精進的參考。

How can adult education illuminate the lives of learners? What is the role of educators, and what forms of instructional design are possible? This article draws upon the author's 30 years of experience in adult education, with analysis grounded in a series of previously published works. Pratt’s general teaching model is employed to explore the pedagogical landscape, while the SPA-C model serves as an analytical framework for the course“Studies on Adult Literacy Education.”The findings highlight three key principles for instructional design that seeks to ''dance with students’lives'': First, curriculum design should be rooted in experiential and contextual learning that reconstructs the relationship between the individual and the world. Second, adult educators must integrate knowledge with action, embodying life education through sustained teaching practices. Third, problem-based learning, supported by the SPA-C framework, plays a pivotal role in such instructional design. Ultimately, this study argues that teachers’self-knowledge is foundational to designing instruction that enlightens learners’lives, offering insights for teacher education and professional development.