日本の高等教育におけるアクティブラーニングの位置づけ、 効果とその可能性

<p>在日本，為使高中教育與大學教育能夠順利地銜接，以高中教育改革、大學教育改革，以及大學入學者選拔改革為中心，開始積極地推動高大接續的教育改革。此外，在台灣，開始實施「108 新課綱」，並以「自主行動」「溝通互動」「社會參與」三大面項為其目標，藉以培養學生之基礎能力。由此端之，無論是日本的教育改革或是台灣的教育改革，以高大接續的教育改革作為其重點，積極地推動並促進學生主動學習為其主要目標之一。然而，在推動主動學習之際，常遇到 「教師知識傳授型」與「學生自主型」兩種方式並存，因而造成兩者間的衝突與矛盾。因此，為了減少上述之衝突與矛盾，本論文首先探討主動學習的定義及其意涵。再者，並探討學校教育中主動學習的定位。最後，則是紮根理論的分析方 式，透過大學主動學習之個案分析探討主動學習之學習轉換的可能性。</p> <p>&nbsp;</p><p>In order to enable smooth articulation of high school and university, reforms of high school education, university education, and university entrance exam began to actively promote the educational reform of articulation of high school and university. Additionally, in Taiwan, the 2019 Curriculum Guideline was implemented and focuses were placed on three dimensions: &ldquo;active action,&rdquo; &ldquo;communication and interaction,&rdquo; and &ldquo;social participation&rdquo; to cultivate basic abilities of students. Accordingly, educational reform in either Japan and Taiwan focuses on the transition between high schools and universities to actively promote and facilitate active learning of students as one of its main goals. When promoting active learning, one will see conflicts and confrontation between &ldquo;knowledge instruction based that centers on teacher&rsquo;s education&rdquo; and &ldquo;active learning based education&rdquo; that centers on students as well as those between &ldquo;administration&rdquo; and &ldquo;teaching.&rdquo; Hence, to avoid the said conflicts and confrontations, this paper first discusses definition and context of active learning. Furthermore, orientation of active learning in school education is discussed. In the end, possibilities of learning transformation of active learning are examined through case study of active learning in university.</p> <p>&nbsp;</p>

Curriculum Assessment of Higher Educational Institution Using Trace-segmented Clustering

Curriculum mining is research area that assess students’ learning behavior and compare it with the curriculum guideline. Previous work developed sequence matching alignment approach to check the conformance between students’ learning behavior and curriculum guideline. Considering only the sequence matching alignment is insufficient to understand the patterns of group of students. Another work proposed an approach by aggregating the students’ profile to represent students’ learning behavior and investigate the impact of the learning behavior to their learning performance. However, the aggregate profile approach considers the entire period of study rather than segmented period. This study proposes a methodology to assess students’ learning path with segmented period i.e. the semester of the related curriculum. The segmented-period profile generated would be the input for sequence matching alignment approach to assess the conformity of students’ behavior with the prior curriculum guideline. Real curriculum data has been used to test the effectivity of the methodology. The results show that the students can be grouped into various cluster per semesters that have different characteristic with respect to their learning behavior and performance. The results can be analyzed further to improve the curriculum guideline.

Strategy to promote research and innovation in the pharmaceutical sector through interdisciplinary education

Health products and services innovation have a strong economic and social impact, particularly by a BRICS member such as Brazil, considered the 6th largest consumer market for pharmaceutical products. Among the many national strategies to address the vulnerability of the country in this aspect, it is the training of the pharmacist one of the key players in the innovation process. In 2017 Generalist Pharmacy Curriculum Guide was published, which includes innovation, entrepreneurship and interdisciplinarity for the first time as components of the Brazilian pharmacist training. The present study analyzed 3742 disciplines currently offered by 42 universities, taking as a parameter the requirements induced by the new curriculum guideline. The method used was the content analysis, supported by NVivo® software, which generated 113 categories of disciplines, distributed in 8 core areas and 9 areas of knowledge. The result showed there is insufficiency related to health care and health management core areas as well as hours of internship, while there is predominance of health technology (> 75%) with only 2% of innovation besides inexpressive presence of entrepreneurship and interdisciplinarity. The study demonstrates that paradigmatic and substantial changes must be made by Universities in order to comply with the new Curriculum Guide and proposes strategic solutions to promote innovation from an interdisciplinary perspective.

Leading school for learning: principal practices in Taiwan

Purpose The purpose of this paper is to discuss how principals in Taiwan lead student and teacher learning at a time of leadership and learning paradigm shifts and the imminent implementation of the curriculum guideline for 12-year basic education. Design/methodology/approach This study interviewed 32 elementary and junior high school principals purposively sampled based on reputation and recommendation from senior principals and government officials. Findings As a society which values credentialism, principals in Taiwan face challenges in executing the vision of educating student as a whole person. The authors discuss how principals are solidifying whole person education as the espoused value, how they are enforcing school-based curriculum and effective instruction, and encouraging teacher professional learning. Principals are sharing power by recruiting stakeholders’ participation in guiding school development and enacting distributed leadership, while also building relationship as social capital and soliciting support from the community to establish the conditions to improve teaching and learning. Research limitations/implications This paper highlights how principal practices are evolving in a time of changing conception of learning from academic achievement to multiple competencies and the shifting paradigm of power from participatory decision making to distributed leadership. This paper ends with a discussion on how leadership for learning (LfL) as a community engagement has emerged. Practical implications With the shifting of the concept and paradigm of learning, principals in a high power distance society like Taiwan are now facing opportunities as well as challenges to lead teachers to engaging students in inquiry and collaboration. Originality/value This paper highlights the indigenous practices of principal LfL in a high-performing East Asian education system in a time of changing notions of learning and leadership.

Constructing A Protestant Nation

This article examines the recent controversy surrounding the Texas public school social studies curriculum revision process. The focus of this project is the text of the revised statewide curriculum, which offers a means of investigating the ways in which the conservative Christian authors of the new guidelines employ language to disseminate their particular worldview and propose a direction for the nation’s future. Through an analysis of the primary text, coupled with a discussion of scholarly sources, this article argues that the authors of the revised curriculum standards define American national identity as originating in Protestant Christianity, and construct a biblically-based narrative of United States history that challenges the notion of separation between church and state. The article also considers the concepts of the Judeo-Christian tradition, literalism, and American exceptionalism within the context of the curriculum guideline changes, and concludes with a discussion of Christian nationalism and fundamentalism.