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課程簡介 Course Introduction
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開課年度學期 Year / Term
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113 學年度 第 1 學期
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開課班級 Department
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諮商與輔導學系 諮輔二三合
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授課方式 Instructional Method
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課堂教學 、 英語
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課程電腦代號 Course Reference Number
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128038
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課程名稱(中文) Course Title(Chinese)
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學習輔導
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課程名稱(英文) Course Title(English)
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Learning Guidance
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學分數/時數 Credit Hours
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2 /
2
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必(選)修 Requirement / Elective Course
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選修
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授課老師 Instructor
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李明峰
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助教 Teaching Assistant
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李畯家
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上課時間 Meeting Time
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星期二，節次7、8
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上課教室 Classroom
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E303
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Office Hours
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李明峰：4444/789A
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| 獲獎及補助情形 Awards and Grants |
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| 聯合國永續發展目標 (SDGs跨域類別) Sustainable Development Goals, SDGs |
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SDGs 04.
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優質教育：確保有教無類、公平以及高品質的教育，及提倡終身學習
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SDGs 17.
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多元夥伴關係：建立多元夥伴關係，協力促進永續願景
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課程目標 Learning Objectives
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The purpose of this course is to help students applying learning theory efficiently, and also will be familiar with effective learning guidance techniques and strategies for different students and issues.
I hope that you will learn:
1.to understand basic concepts and theories of learning guidance
2.to improve knowledge about how to help students’ learning issues
3.to apply what you learn on designing project to promote the ability of helping students’ learning issues
4.to use these techniques and strategies to your learning issues
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先修 ( 前置 ) 課程 Prerequisite
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| 彈性教學規劃 Flexible Teaching/Planning Schedules |
| ＊本課程實施16+2週彈性教學方案，其中第17、18週之彈性規劃如下： |
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課程大綱 Course Syllabus
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| 週次 Week |
課程單元大綱 Unit |
教學方式 Instructional Method/Style/Teaching Style |
參考資料或相關作業 References or Related Materials |
評量方式 Grading |
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1
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(9/10) Introduction
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Lecturing
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2
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(9/17) Moon Festival /Close Class
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3
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(9/24) Brain-Based LearningⅠ
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Lecturing and Classroom Discussion
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1.Group List
2.Text book 2：ch.1
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4
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(10/01) Brain-Based LearningⅡ
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Lecturing and Classroom Discussion
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Text book 2：ch.1
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5
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(10/08) Brain-Based LearningⅢ
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Lecturing and Classroom Discussion
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Text book 2：ch.2
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6
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(10/15) Behaviorism
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Lecturing and Classroom Discussion
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Text book 1：ch.2
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7
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(10/22) Cognitive, Constructivist Learning Ⅰ
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Lecturing and Classroom Discussion
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Text book 1：ch.3
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8
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(10/29) Cognitive, Constructivist Learning Ⅱ
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Lecturing and Classroom Discussion
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Text book 1：ch.3
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9
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(11/05) Multiple intelligences and learning styles Ⅰ
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Lecturing and Classroom Discussion
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Text book 1：ch.4
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10
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(11/12) Multiple intelligences and learning styles Ⅱ
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Lecturing and Classroom Discussion
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Text book 1：ch.4
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11
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(11/19) Difficulties with learning Ⅰ
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Lecturing and Classroom Discussion
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Text book 1：ch.5
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12
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(11/26) Difficulties with learning Ⅱ
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Lecturing and Classroom Discussion
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Text book 1：ch.5
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13
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(12/03) Other theories, ideas
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Lecturing and Classroom Discussion
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Text book 1：ch.7
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14
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(12/10) Relating theory to practice
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Lecturing and Classroom Discussion
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1.Text book 1：ch.8
2.Reading Notes
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15
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(12/17) Oral Presentation Ⅰ
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Personal Report and Feedback
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16
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(12/24) Oral Presentation Ⅱ
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Personal Report and Feedback
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17
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(12/31) Oral Presentation Ⅲ
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Personal Report and Feedback
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18
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(1/07) Integration and Feedback
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Lecturing and Classroom Discussion
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Learning Guidance Plan
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單一課程對應校能力指標程度 The Degree to Which Single Course Corresponds to School Competence
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| 編號 No. |
校核心能力 School Core Competencies |
符合程度 Degree of conformity |
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1
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公民力 (Citizen)
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4
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2
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自學力 (Self-learning)
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5
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3
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資訊力 (Information)
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5
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4
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創造力 (Creativity)
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5
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5
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溝通力 (Communication)
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5
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6
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就業力(Employability)
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4
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單一課程對應系能力指標程度 The Degree to Which Single Course Corresponds to Department Competence
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| 編號 No. |
類別 Category |
系核心能力 Department Core Competencies |
符合程度 Degree of conformity |
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01
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系所
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能理解諮商之心理學基礎知識。
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5
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02
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系所
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能具備心理科學研究基本能力。
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5
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03
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系所
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能理解諮商理論，並具備諮商技術實作能力。
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4
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04
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系所
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能應用諮商理論與技術於學校、社區及相關機構之輔導工作。
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4
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05
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系所
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能展現具人文關懷、性別與多元文化包容性之視野與具體作為。
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4
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06
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系所
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能遵守專業倫理精神與作為。
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4
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07
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系所
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能自我覺察、試探生涯進路並進行生涯發展計畫。
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5
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單一課程對應院能力指標程度 The Degree to Which Single Course Corresponds to College Competence
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| 編號 No. |
院核心能力 College Core Competencies |
符合程度 Degree of conformity |
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1
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探究能力
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5
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2
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語文與溝通能力
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5
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3
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創新與實踐能力
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5
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4
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專業知能
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5
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教科書或參考用書 Textbooks or Reference Books
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館藏書名 Library Books
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備註 Remarks
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《Required Textbook》
1.Pritchard, A. (2018). Ways of learning (4th ed.). Routledge.
2.Jensen, E., & McConchie, L. (2020). Brain-based learning-Teaching the way students really learn (3th ed.). Crowin.
《Reference Textbook》
1.Byrnes, J. P. (2021). Cognitive development for academic achievement: Building skills and motivation. The Guilford.
2.Mayer, R. E., & Alexander, P. A. (2016). Handbook of research on learning and instruction (Educational psychology handbook) (2th ed.). Routledge.
3.Ryan, K., Cooper, J. M., Tauer, S., & Callahan, C. (2023). Teaching for student learning: Becoming a master teacher (4th ed.). Cengage Learning.
4.台灣心理學會教育心理學組（2004）。我可以學得更好：學習診斷與輔導手冊（低年級版）。新北市：心理出版社。
5.台灣心理學會教育心理學組（2005）。我可以學得更好：學習診斷與輔導手冊（中年級版）。新北市：心理出版社。
6.台灣心理學會教育心理學組（2008）。我可以學得更好：學習診斷與輔導手冊（高年級版）。新北市：心理出版社。
7.李咏吟（1998）。認知教學：理論與策略。新北市：心理出版社。
8.李咏吟（2001）。學習輔導：學習心理學的應用（第二版）。新北市：心理出版社。
9.張新仁（2006）。學習策略的知識管理。教育研究與發展期刊，2（2），19-42。
10.其他有關學習輔導的中外文書籍、期刊論文及碩博士論文。
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※請尊重智慧財產權，不得非法影印教科書※
※ Please respect intellectual property rights and do not illegally photocopy textbooks. ※
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教學方法 Teaching Method
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教學方法 Teaching Method
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百分比 Percentage
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Lecturing
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30 %
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Discussion
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30 %
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Oral report
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15 %
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Project Report
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15 %
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Sharing
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10 %
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| 總和 Total |
100 % |
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成績評量方式 Grading
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| 評量方式 Grading |
百分比 Percentage |
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Attendance and Participation
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20 %
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Personal Oral Report
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25 %
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Personal Term Paper
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30 %
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Group Term Paper
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25 %
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| 總和 Total |
100 % |
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成績評量方式補充說明
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(一)Attendance and Participation(20 %): Attendance and participation in class are required. Please prepare at least one to two questions for each class.
(二)Reading Notes(30%)：Choose three chapters, and write, create personal style reading notes. This assignment will be due on December 10, 12pm. You should upload assignment to E-Course before deadline.
(三)Improve Your Learning Issues Practice(Personal Oral Presentation)(25 %): Pick a learning issue that you want to improve and practice consistently for a week. Then record the progress of completing your practice. Post on FB or IG or any social media before 12 p.m. about what you accomplished that day and your thoughts. The scoring criteria are: the punctuality of the post, the vividness of the situation record (For example: videos, photos, or related links), degree of completion and insight of experience. Give a class presentation (uses video) about this assignment at least ten to fifteen minutes and a hard copy for the instructor.
(四)Learning Guidance Plan(25%)：Each group has 4-6 people, Set up a group, subject, learning situation, and so on that have learning difficulties by your own, and write a learning guidance plan. The plan includes front cover, origin of the plan, background, counseling goals, object, duration, implementation strategies, evaluation, and division of report(at least 300-500 words). This assignment will be due on January 10, 12pm. You should upload assignment to E-Course before deadline.
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課程大綱補充資料 Supplementary Material of Course Syllabus
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