2019-08-012024-05-17https://scholars.lib.ntu.edu.tw/handle/123456789/680923大學具有培養未來人才的重要使命，而師資培育更為其中重要的一環。當今師資培育正面臨巨大挑戰：十二年國教育課綱實施在即，未來教師亟需具備課綱導向素養課程設計的專業能力；同時，師資培育一向面臨理論與實務落差的問題，在大學知識殿堂中所傳授的理論知識，往往與學校教學現場的實務脫節。近年來師資培育者嘗試引入現職教師進入大學課堂，然而點狀式的分享往往流於片段零碎，缺乏系統性的學習。因此，本計畫將以師資培育核心課程「課程發展與設計」，進行教學實踐研究，透過「融入課綱導向素養課程設計」、「引導學生實作做中學」，並「結合現職教師協作教學」三項創新作為，期能培育師資生亟需的素養導向課程設計能力，並建構與現職教師有效的合作模式，縮短師資培育理論與實務間的落差。本計畫透過六階段的協同合作模式，循序漸進地一方面培育師資生的課程設計與實踐的能力，一方面提升參與中學教師的專業能力與投入感，也提升大學教師本身課程規劃與反思能力，三者相輔相成，共譜師資培育的合奏曲。本計畫將蒐集參與學生與教師的質化量化資料，以了解師資生的學習成效與在職教師的參與歷程。研究成果可供十二年國教課綱實施、師資培育、教師社群建構、以及其他專業人才培育領域的參考借鑒。 College, as the powerhouse of future talents, is producing teachers of the nation for next generation through its teacher education programs. However, teacher education nowadays is facing tremendous challenges: first of all, as the new national curriculum standards is about to be implemented, it is of paramount importance to prepare future teachers’ ability to design standards-based competency-focused curriculum. Second, teacher education suffers from the gap between theory and practice that always put pre-service students in tremendous reality shock when facing school reality; third, classroom teachers, with their abundant tacit teaching knowledge, could not find a way to participate in educating future teachers. To solve these problems, this project aims to innovate a teacher education core course, “Curriculum Development and Design” to make teacher education a cooperative endeavor among college teacher educator, school teachers and pre-service students. Through a 6-stage cooperation that combines standard-based curriculum design techniques, performance-based learning and team teaching, it is expected to guide pre-service students to design standard-based competency-focused curriculum a learning experience that bridges the gap between theory and practice. By gathering quantitative and qualitative data, this project would delve into both pre-service students’ and participating teachers’ learning experiences, outcomes and reflections. The findings could provide implications for teacher education, curriculum reform and preparation for professionals in other fields.師資培育、課程設計、實作學習、協同教學、十二年國教課綱teacher education, curriculum design, performance-based learning, team teaching, curriculum standards reform