會議議題(二)學生基本能力與e-Portfolio建置

1. 主講人：東吳大學 教學資源中心 何希慧 2010.04.16

3. 一、訂定學生基本能力指標之 動機 與策略 self-evaluation or accreditation puts more emphases on checking instructional resources, teachers’ quality, curriculum design and research outcomes, but less concern for student learning outcomes and actual learning performance 學生學習成效與實作表現 lack attitudes towards active learning and attempts on knowledge acquisition know less about what college students fulfill in universities/programs and what they actually change while graduation 主動學習與求知求新的動機與態度 大學生畢業後成就與實力

8. 社會能力 ( 就業競爭力 ) 2/2 respondent indicators 良好工作態度 基礎電腦能力 團隊合作的能力 穩定度與抗壓性 表達與溝通能力 學習意願與可塑性 創新能力 專業知識與技術 語言能力 發掘與解決問題能力

9. 系所專業能力 more knowledge-based and employment-oriented mirror the educational goals and developmental characteristics of the departments and programs be feasible, reasonable and applied to curriculum design and instruction 專業能力指標 指標的功能 指標的應用

11. 師資培育專業能力指標 (1/3) 能力指標 指標描述 1. 能掌握學科知識、學科教學知識及學生發展與學習知識 Be able to have content knowledge and pedagogical knowledge in Secondary subjects as well as the understanding of student development in learning 1-1 Master in the content and structure of the subject taught, and be aware of the relation to other subjects 1-2 Know how to precisely deliver the content of subjects to students 1-3 Know students' development in learning and psychology so as to distinguish individual differences 2. 能依據課程目標與學生特性規劃課程和設計教學活動 Be able to design curriculums and course activities based on instructional goals and students‘ characteristics 2-1 Design curriculum based on students' characteristics. 2-2 Consider various students' needs with different learning achievements and cultural backgrounds while designing course content and its activities 3. 能運用適當的教學策略與資源 Be able to adopt appropriate teaching strategies and resources 3-1 Inspire and maintain students' learning motivation 3-2 Select proper pedagogical techniques according to instructional goals, teaching materials and students' attributes 3-3 Use relevant teaching recourses inside and outside schools

12. 師資培育專業能力指標 (2/3) 4. 能評量學生學習情形並據以調整教學 Be able to evaluate students‘ learning outcomes and modify one's teaching methods according to learning performance 4-1 Adopt multi-tools to assess students' learning outcomes 4-2 Adjust one's teaching methods based on students' learning assessment and feedback 5. 能提升學生的學習成效 Be able to enhance students' learning outcomes 5-1 Cultivate students' basic knowledge and skills 5-2 Develop students to have higher-level thinking skills 5-3 Cultivate students to have morals, values and affective development 6. 能營造有助於學習的環境 Be able to manage a supportive learning environment 6-1 Set appropriate class rules which maintain a learning environment suitable for study 6-2 Arrange and organize a supportive learning environment 6-3 Create a respective, fair and positive atmosphere in classrooms

13. 師資培育專業能力指標 (3/3) 13 7. 能妥善運用資源對學生進行輔導 Be able to offer students guidance and assistance by properly using various learning recourses 7-1 Be familiar with students' background information and learning need 7-2 Use resources to offer students tutoring and guidance 8. 能致力於反思與專業成長 Be able to reflect oneself on teaching and enhance one’s professional development 8-1 Improve one's teaching by examining teaching process and its effectiveness 8-2 Keep studying and put what one's has learned into practice 8-3 Participate in professional communities inside and outside schools 9. 能與服務學校建立正向的互動關係 Be able to have a positive relationship with schools which offer practicum and service learning 9-1 Have professional interactions with mentor teachers 9-2 Have positive attitudes towards tutored students 10. 能善盡教育專業責任 Be able to be responsible for one's professional obligation and teaching responsibility 10-1 Participate activities and affairs hold by schools 10-2 Show one's commitment and passion in education 10-3 Follow educational principles in morals and ethics

14. 能力指標與課程矩陣對應表

15. 三、學習輔導機制之 管道 與學習成效 客製學生學習歷程檔案 整合 e 資源 教學輔導 系統 Integrate student database, e-campus single login and student e-care guidance system into a manageable platform T eaching, learning, guiding and career development are integrated to assist students in fulfilling their study plans and reinforcing their employable conditions With the help and support of teaching assistants’ (TA) tutoring service , mentors’ modeling and academic advisors ’ suggestion, students reach their proposed learning goals effectively

17. 四、 e-Portfolio 平台─學生能力指標

18. 四、 e-Portfolio 平台─ 共通基本能力 學生共通 基本能力

19. 四、 e-Portfolio 平台─ 共通基本能力 呈現與系比較結果

20. 四、 e-Portfolio 平台─ 專業基本能力 依學生修課 狀況顯示

21. 四、 e-Portfolio 平台─ 專業基本能力 若無設定指標 , 則顯示空白圖表

22. 四、 e-Portfolio 平台─ 專業基本能力

23. 四、 e-Portfolio 平台─ 專業基本能力

24. 四、 e-Portfolio 平台─ 專業基本能力

25. 四、 e-Portfolio 平台─ 社會能力 學生社會能力

26. 四、 e-Portfolio 平台─ 社會能力 呈現與院比較結果

27. 四、 e-Portfolio 平台─ 社會能力 學生社會能力

28. 四、 e-Portfolio 平台─ 社會能力 呈現與院比較結果

29. 四、 e-Portfolio 平台─ 社會能力

30. 東吳 e-portfolio 八大特色

31. 學生學習歷程檔案 諮詢 輔導 的融入 適性測驗與就業公告 Students can check out learning resources and monitor their progress toward intended goals and required competencies in a spirit of ongoing improvement To enhance outcomes of counseling service for students, departmental mentors, academic advisors and counselors are well trained to interact with students to state implementable learning goals, communicate high expectations and involve students in learning. Occupational aptitude tests, learning attitude tests, job placement surveys and job announcements have been built into the customized e-portfolio system Each student can have his/ her own personal resume after graduation which records all events, competencies and efforts that a student has done. 學習資源的整合 諮詢輔導的融入