師生學習共同體強化地質教育：以職涯發展為導向之教學研究

Abstract

本研究目的在於因應高等教育對實務導向與跨域學習的需求，透過「師生學習共同體」與「職涯發展導向教學」的實踐，強化地質教育的教學創新與學習成效。計畫聚焦於「石油地質學」、「古生物與碳酸鹽岩石學」與「海洋地質與能源概論」三門課程，結合中油探採研究所與自然科學博物館等實作場域，設計包含:參訪、野外調查、實務操作之學習活動，建構貼近職場需求的地質教學模組，提升學生學用接軌與就業即戰力。課程採「做中學」與「協同教學」策略，搭配開放式教育資源(OER)、動畫輔助教材與真實案例，激發學生主動學習與探究動機。教學評量採多元模式，包括同儕互評、學習歷程檔案與kahoot等工具，以強化學生之知識建構與核心素養養成。教師團隊透過共備社群進行課程設計、課後省思與實作回饋，深化專業對話與教學省思，促進教師專業成長與課程品質優化。 本計畫預期成果包含：(1) 建構以學習者為中心之地質教學模組，提升學生學習動機與實務能力；(2) 發展具職涯導向之課程設計與評量模式，縮短學用落差；(3) 建立教師共備社群，深化教師專業成長；(4) 提升學生就業即戰力與跨領域應用能力。透過真實場域與教學共學的融合，實踐地質教育的轉化與創新。 This study aims to address the growing demand in higher education for practical, interdisciplinary, and career-relevant learning by implementing a teaching model that integrates “teacher-student learning communities” with “career-oriented pedagogy.” Focusing on three key geology-related courses—Petroleum Geology, Paleontology and Carbonate Petrology, and Introduction to Marine Geology and Energy—the project incorporates real-world learning environments, including internships, field excursions, and lab-based specimen analysis in collaboration with the CPC Exploration and Production Research Institute and the National Museum of Natural Science.Instructional design is grounded in the principles of learning by doing and collaborative teaching, supported by open educational resources (OER), animation-based teaching materials, and case-based learning. These approaches aim to promote student engagement, critical thinking, and deep inquiry. Multiple assessment strategies such as peer review, reflective learning portfolios, and kahoot are used to enhance students’ knowledge construction and competency development. On the faculty side, a co-preparation community of instructors engages in curriculum co-design, post-class reflection, and instructional feedback, fostering professional dialogue and pedagogical growth. This collaborative approach aims to sustain continuous improvement of teaching quality and curriculum innovation. The anticipated outcomes of this project include: (1) the development of learner-centered instructional modules for geoscience education; (2) the integration of career-oriented course designs and assessment mechanisms; (3) the enhancement of students’ interdisciplinary problem-solving and practical skills; and (4) the establishment of a sustainable teacher co-learning mechanism. Ultimately, this initiative seeks to improve student learning outcomes and employability while supporting the broader transformation and innovation of geoscience education in Taiwan.