CAJ | 학술논문

作为高等教育最大的利益相关者之一，学生可以利用自己的已有经验和专业知识为教育活动提出建议，在改善自身学习体验的同时为高等教育质量的提高带来裨益。基于此，研究者邀请2012年春季学期修习“学习科学导论”研究生双语课程的9名学生作为课程共同设计者参与课程设计，充分利用学生智力资源以提升课程质量和学习体验。在设计研究方法论的指导下，研究者通过课堂反馈、网上讨论、问卷调查和访谈以及反思周记等多种途径，获取学生对本门课程的设计意见和建议，并不间断地根据学生观点对课程设计与实施做出调整。研究结果显示，全体学生均对“学生作为课程共同设计者”这一理念表示赞同；近50%的学生意见在课程中实现或部分实现；学科知识准备不足和教学/课程设计经验的缺乏是阻碍学生参与课程设计的两大因素；学生参与课程设计的方式有待改进和丰富；原有的课程权力关系较难打破，常会惯性滑落到教师主导的方式；应及早让学生参与课程设计以确保其设计意见能够影响整个课程活动。本研究为第二轮的课程设计与实施打下基础，为“设计研究”变革学术型研究生教育提供了理论与实践范例。
작위고등교육최대적이익상관자지일，학생가이이용자기적이유경험화전업지식위교육활동제출건의，재개선자신학습체험적동시위고등교육질량적제고대래비익。기우차，연구자요청2012년춘계학기수습“학습과학도론”연구생쌍어과정적9명학생작위과정공동설계자삼여과정설계，충분이용학생지력자원이제승과정질량화학습체험。재설계연구방법론적지도하，연구자통과과당반궤、망상토론、문권조사화방담이급반사주기등다충도경，획취학생대본문과정적설계의견화건의，병불간단지근거학생관점대과정설계여실시주출조정。연구결과현시，전체학생균대“학생작위과정공동설계자”저일이념표시찬동；근50%적학생의견재과정중실현혹부분실현；학과지식준비불족화교학/과정설계경험적결핍시조애학생삼여과정설계적량대인소；학생삼여과정설계적방식유대개진화봉부；원유적과정권력관계교난타파，상회관성활락도교사주도적방식；응급조양학생삼여과정설계이학보기설계의견능구영향정개과정활동。본연구위제이륜적과정설계여실시타하기출，위“설계연구”변혁학술형연구생교육제공료이론여실천범례。
Students' voices are often overlooked or ignored in higher education. Actually, students could provide dif-ferent insights from which might benefit faculties and administrators a lot. Therefore, students are one kind of impor-tant resources in the process of teaching and learning. In the bilingual postgraduate course, Introduction to Learning Sciences, we invited 9 students as co-designers to take part in the course design and implementation. We used 4 differ-ent methods, classroom feedback, online discussion, weekly reflection journal, and questionnaire and interview sur-veys, to engage students to contribute their individual and collective knowledge for making the course better to serve students' needs. Guided by design research methodology, through the ways mentioned above, we collected lots of im-portant design advices to improve the course design and enhance the level of student engagement. Based on the data a-nalysis results, the researchers found that all the students involved in this course appreciate the idea of “students as course co-designers”;approximately 50% of students' design ideas have been accepted or partly accepted;the lack of the subject knowledge preparation and course/instruction design experiences negatively affected students' participation in course design;the existed methods used for students' participation in course design could be improved; more ap-proaches are needed to enhance students' participation in course design;traditional course power relationship was not easily changed, students tended to be inactive while the course instructor had to fall back to lecturing. The study pro-vided information for revising course design for the next round and demonstrated how we might improve graduate edu-cation through “design research”.