教室裡的公共政策提案

Abstract

常見的傳統教學是將教師作為課程主體，使得教學是教師的一種認知行動，教師的課程意識與教學實踐方式，對學生學習成果有關鍵作用，但單向的講授教學在鼓勵學生建立獨立觀點較有限制。本計畫保留一部分傳統的教學方式，培養學生對公共政策的認識與公共政策規劃與評估相關的專業技術基礎，一部分將自主學習法(Active Learning)中的問題導向的學習(problem-based learning, PBL)與合作/協作學習(cooperative/collaborative learning )導入公共政策課程，改善學生們在傳統學習經驗帶來的偏向消極的學習態度、提升判斷資訊的能力、並建立自我對公共事務的意識與獨立想法。 Lecture-based teaching is one of the traditional teaching methods. This model allows students to learn systematically. However, this teaching method is one-way that could become a barrier for students to establish their own critical viewpoints. Therefore, this project combines lecture-based teaching, problem-based learning, and cooperative/collaborative learning in Public Policy course. It aims at improving students’ active leaning, ability on reading and analyzing new materials, and increasing public awareness and establishing individual viewpoints on public affairs.