Description Detail

Vol.27, No.2(2020-3)(93-100) 
An Application to Self-Directed Education in Fashion - Investigating the Value Co-creation of Education for Sustainable Development
自主學習之教學應用-探討價值共創的永續教育
Jocelyn Hua-Chu CHEN
陳華珠
This study adapts and modifies the approach of Self-Directed Education which is also known as Autodidacticism. A class of 75 sophomore students, majoring in fashion marketing, was divided into 14 groups of 5~6 for this study. The aims of this study are first, to investigate the problems occurring in the teaching scenes and the potential application of adapting Self-Directed Education into teaching, and second, further to develop into peer learning through group projects. The results have shown that first, the five severe problems occurring in the teaching scenes are lacking of two-way interaction between teachers and students, a vibrant learning environment, driving forces in learning, a shared learning vision, as well as an appreciation to knowledge learning and sharing together. This may require a systematic approach in order to solve the aforementioned problems more effectively. Second, the 14 group projects were varied and fruitful and showed greater passion and insights. The new methodology has greatly increased and diversified the potentials of teaching and learning. More competence and skills were cultivated leading to the adaptation and modification of a number of learning and evaluation methods.
本研究企圖藉「自主學習」的教學應用來改變現行單向知識傳遞的學習方式。主要研究目的在於探討目前教學現場的困境,並分析導入「自主學習」的可能教學應用模式。主體研究以一門大二必修課西洋織品服飾與文化為例。結果顯示:(一)、與學生互動少、學習活動單向、學習動能不足、學習視野單調、共學和分享無感是目前教學現場困境;(二)、自主學習的教/學方式能增加更多元的學習與評估以及核心能力的培養,專題的主題、內容、方向、產出成果、與課程關聯性以及結合校外資源的狀況,多元且異性質高。
Self-Directed Education, Pedagogical Practice, Value Co-creation, Innovative Pedagogy, Sustainability and Fashion Education
自主學習、西洋服裝、教學實踐、永續學習
Year Volume
2020 27.1 | 27.2
27.3 |
2019 26.1 |
2018 25.1 |
2017 24.1 | 24.2
24.3 | 24.4
24.5 | 24.6
24.7 | 24.8
24.9 |
2016 23.1 | 23.2
23.3 | 23.4
23.5 | 23.6
23.7 | 23.8
2015 22.1 | 22.2
22.3 | 22.4
22.5 |
2014 21.1 | 21.2
21.3 |
2013 20.1 | 20.2
20.3 | 20.4
2012 19.1 | 19.2
19.3 | 19.4
2011 18.1 | 18.2
2010 17.4