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教師發展

東區技專校院學校 系科本位課程與教學發展研討會. 教師發展. 陳淑月. 中台醫護技術學院 副教授 兼 護理研究所 所長 12/10/2004 . 大 綱. 有意義的學習 概念構圖 (concept mapping) 中台護理課程發展 文獻分享. 概念構圖 (concept mapping).  係使用命題形式的概念圖 (concept map).  表徵所欲教學和學習的概念與概念 的聯結關係.  並可作為評量與研究學習者概念結構之依據. 有意義的學習. 余民寧 著 (1997) 有意義的學習 --- 概念構圖之研究

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教師發展

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  1. 東區技專校院學校 系科本位課程與教學發展研討會 教師發展 陳淑月 中台醫護技術學院 副教授 兼 護理研究所 所長 12/10/2004

  2. 大 綱 • 有意義的學習 • 概念構圖 (concept mapping) • 中台護理課程發展 • 文獻分享

  3. 概念構圖 (concept mapping) 係使用命題形式的概念圖(concept map) 表徵所欲教學和學習的概念與概念 的聯結關係 並可作為評量與研究學習者概念結構之依據

  4. 有意義的學習 余民寧 著 (1997) 有意義的學習 ---概念構圖之研究 商鼎文化出版

  5. 有意義的學習 • 關鍵：先備知識(priorknowledge)。 • 學習者有意識地將新知識與 已經知道的舊概念(concepts) 或舊命題(proposition, 即原有 的認知結構)加以相聯結。

  6. 有意義的學習 • 任何新知識的傳授或教學，若不 能與學習者在學習前就已經具 備的知識結構網路，產生聯結的 話，則這項新知識，能被學習者記 憶下來的機會，就微乎其微。更遑 論理解、應用、綜合、分析、評鑑等 較高層次的認知學習了。

  7. 知識建構論的啟示 • 科學哲學界傳出:實證主義者的 知識論(positivistic epistemology) 已死的說法(二十世紀後葉)。 • 實證主義者的知識論:即持 是—否驗證觀點者。 • 實證主義即:邏輯實證主義,也即: 經驗主義.

  8. 知識建構論的啟示 • 建構主義者知識論(constructivist epistemology)在思考知識的本質知識建構的問題上, 把新知識的產生解釋成是一種人類的建構行為. • 建構主義(constructivism)即學習者 建構並且重組他們自己對外在世界的知識, 並且透過反省、詰問與行動來決定該種知識的產生.

  9. 概念是甚麼? • 「概念」的形成，是一個人心智發展(mental development)的最高境界。 概念 (concept)是指具有能被信號 (sign) 或符號(symbol)所指稱之共同性 (regularity) 的事件(events)或物件 (objects) 例如:桌子、睡覺、快樂、護理

  10. 從「知覺」到「概念」之形成 (一)、從具體 而抽象 (二)、從感覺運動層面 而達抽象層面 (三)、從具體 表徵 抽象

  11. Piaget之認知(心智)發展階段 第一階段(0-2歲) : 感覺動作階段 (Sensory-motor period) 第二階段(2-7歲) : 前操作階段 (Preoperational period) 第三階段(7-11歲) : 具体操作階段 (Concrete operational period) 第四階段(11-15/20歲) : 形式操作階段 (Formal operations period

  12. 認知過程 認知過程可從感覺、知覺、 組型再認、注意力、意識、 學習、記憶、思考、回憶、 語言等心智活動，以及情 緒之發動，所產生且表現 在行為上。

  13. 概念的學習與發展 概念(concept):單項名稱、物件 命題(proposition): 兩個或多項概念聯結起來便可以構成 一道命題

  14. 不同的學習方式 接受學習(reception learning): 將所要學習的知識直接呈現給學生 發現學習(discovery learning): 學生以特殊方式去發現所有新習得 概念的意義

  15. 概念構圖(concept mapping) 教學前後各給予受試者一組概念。 然後要求受試者將這些概念運用 適當的聯結語把它們聯結起來,以 成為一幅概念圖。

  16. 有皮膚 會走路 會吃 會呼吸 動物 鳥 有翅膀 能飛 有羽毛 有魚鰭 會游泳 有鱗 魚 金絲雀 鯊魚 會咬人 是危險的 會唱歌 黃色的

  17. Literature Review

  18. Journal of Nursing Education, 37(9), 383-384. Editorial (1998). Editor: Christine A. Tanner, PhD, RN, FAAN Curriculum for the 21th century -- Or is it the 21-year curriculum?

  19. To cover can mean to include, to address, to assign a reading about, to mention in a lecture, or to test on; to cover also can mean to hide from view or conceal. The more we try to cover content in the first sense, the more we also cover content in the second sense. Tanner, C. A. (1998) Journal of Nursing Education, 37(9), 383-4.

  20. Nursing practice requires deep learning of important concepts, the type of understanding that comes only with time to think, reflect on, connect with previous learning, and extend in practice. Surface learning that derives from coverage of enormous amounts of content simply will not do. Tanner, C. A. (1998) Journal of Nursing Education, 37(9), 383-4.

  21. Editorial (1999).Editor: Christine A. Tanner, PhD, RN, FAAN Students as customers? To identify who their customers (prospective students) are and what the marketplace will bear (employment prospects for graduates) Journal of Nursing Education, 38(4), 147-148.

  22. Curriculum revolutionist: • Behaviorist focus on evaluation of • student performance • Educative focus on student learning • Teacher as an evaluator • Teacher as a co-explorer of meaning • and significance

  23. 十二項核心學養價值(core value) 一、臨床決策技能(clinical reasoning skills) 二、一般臨床護理技能(general clinical nursing skills) 三、基礎醫學科學(basic medical science) 四、關愛(caring) 五、人文素養(humanity) 六、 溝通能力(communication) 七、倫理素養(ethics) 八、 思辨能力(differential thinking) 九、 處理問題的能力(problem solving ability) 十、終生學習(life-long learning) 十一、團隊合作能力(team work capability) 十二、課責性(accountability)

  24. 技術專業 理論與實務並重 教學與研究並進 人文關懷 以人為尊 愛與關懷 勤奮打拼 親切有禮 辦 學 理 念(中臺)

  25. 課程結構(中臺目前)

  26. 中台護理系學程(94年) 1.國際就業學程 2.成人照護學程 3.癌症暨緩和照護學程 4.中醫保健護理學程 5.急重症護理學程 6.長期照護學程 7.社區衛生護理學 8.婦產科護理學程 9.兒科護理學程

  27. 護理學群召集人 陳淑月 ※虛線表示規劃中 護理研究所所長 陳淑月 護理系主任 黃宣宜 系務會議 系務發展委員會 系主任行政助理 陳湘芬兼 教師評審委員會 招生委員會 研究發展委員會 課程副主任 翁黃玲 行政組長 陳湘芬 實習副主任 陳瑋 課程發展委員會 王淑媛 臨床教學委員會 張瓈方 研習會及圖書管理委員會 網路及資訊管理委員會 王瓈鴈 執照考及升學就業發展委員會 邱昀瑾 學生事務委員會 護理系(所)行政組織圖(中臺)

  28. 研究群

  29. 研究群

  30. 研究群

  31. Literature Review

  32. Faculty Development Is both a comprehensive term that covers a wide range of activities ultimately designed to improve student learning and a more narrowly defined term aimed at helping faculty members improve their competence as teachers and scholars (Eble & McKeachie, 1985)

  33. How do you want to improve yourself? Nursing education administration and faculty attitudes toward types of faculty development. Dunkley, N. A. (1994). J Contin Educ Nurs, 25(6), 277-81.

  34. Study sample: 12 nursing administrators and 105 full-time and part-time faculty of the 13 nursing programs in the City University of New York (CUNY). • Study purpose: to survey the perceived effectiveness of: • grants (the first) • off-campus workshops(the second) • (3) on-campus workshops, (4) consultations, (5) leaves, • (6) courses or seminars, and • (7) special assignments for the facultydevelopment of academic roles of nursingfaculty. • Faculty roles considered were: • (1) research, (2) classroom teaching, (3) clinical teaching, (4) leadership, (5) service to the institution, (6) community service,

  35. A four-phase multidisciplinary faculty development model in aging Batsche, Catherine N.Monoson, Patricia K. Educational Gerontology; Sep1993, Vol. 19 Issue 6, p551-567

  36. The faculty development project described in this paper was the product of a collaborative effort between a public institution, Illinois State University (ISU), and a private health-care provider, BroMenn Health Care. • Four persons each team： • One faculty member from ISU • One faculty member from Mennonite College of Nursing (MCN), a BroMenn affiliate •  One practitioner from BroMenn •  One discipline-based gerontology consultant

  37. Five Teams: The areas of social sciences, human performance, psychology, nutrition, and audiology. A six discipline, nursing, was established as an integral part of each team, rather than as a separate team, to promote the integration of clinical knowledge of nursing faculty with the theoretical knowledge of other team members.

  38. Four Phase Model of Faculty Development

  39. Typically, faculty development models are designed to enhance Professional development: focuses on promoting faculty growth and helping faculty members acquire knowledge, skills, and sensitivities. Instructional development: focuses on the preparation of learning materials and the revision of courses. Organizational development: focuses on creating an effective environment in which to implement new practices for teaching and learning (Gaff, 1975)

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