系統化課綱為本之課程設計結合翻轉教學於師資培育之應用研究

Applying System of Standards-Based Curriculum Design with Flipped Learning in Teacher Education

21世紀教育的核心目標在於培養學生「帶得走的能力」，強調自主學習與終身學習習慣的養成，並著重於思辨能力、創造力、知識力與表達力的整合發展。本研究採行動研究法，應用「系統化課綱為本課程設計」（Standards-based Systematic Curriculum Design, SSCD，簡稱S2）作為課程設計架構，進行教育心理學課程的教學實踐。研究對象為46位修習本課程的幼兒園師資生。課程採取翻轉教學模式，教師預先將教科書內容轉製為影片供學生課前預習，實體課堂則以師生、生生之間的深度討論為核心。課程目標聚焦於提升師資生對教育心理學知識的深刻理解，並強調「思中做、做中學」的教學理念，以強化其作為未來幼教工作者的專業素養與實踐能力。本研究蒐集多元資料進行課程成效評估，包括學生的學習筆記、心智圖與學習回饋等質性資料，以及期中考、期末考、小考等量化評量。研究結果顯示，該課程設計不僅有效激發學生的學習動機與思考能力，也促進教學者對翻轉教學法與SCCD課程設計的反思與調整。整體而言，課程實施獲得學生高度肯定，亦證實結合SCCD架構與翻轉教學法對師資生專業發展具有積極成效。

The core goal of 21st-century education is to cultivate transferable competencies, emphasizing autonomous learning and the development of lifelong learning habits. It also promotes the integrated development of critical thinking, creativity, knowledge acquisition, and expressive abilities. This study adopted an action research approach and implemented the Systemic Standards-based Curriculum Design(SSCD, also referred to as S2) as the instructional framework for a course in educational psychology. The participants were 46 pre-service kindergarten teachers enrolled in the course. A flipped teaching model was employed: instructional content was converted into pre-class video lectures, while in-person sessions focused on in-depth discussions between students and between students and the instructor. The course aimed to deepen students’understanding of educational psychology concepts and to embody the pedagogical principle of“learning by doing and thinking in action,”thereby enhancing their professional competence as future early childhood educators. To evaluate the course’s effectiveness, both qualitative and quantitative data were collected, including learning notes, mind maps, and reflective feedback, as well as midterm exams, final exams, and quizzes. The findings suggest that the curriculum effectively stimulated students’motivation and thinking skills. Moreover, the process fostered the instructor’s reflection on curriculum design and the application of flipped teaching strategies. Overall, the course received highly positive feedback from students and demonstrated the potential benefits of integrating the SSCD framework with flipped teaching in teacher education.