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Item Item 大學校園生活：學校社群與安全學校的創建(國立臺灣師範大學, 2014-03-18)大學校園生活的營造是當前高等教育的重要議題，透過本演講，張雪梅教授帶領大學師生、行政同仁主動思考「社群」與「安全學校」等重要問題。張教授於演講中首先關注大學校園生活的意象，透過早期大學校園生活與現今教師、職員與學生等不同人的校園生活經驗，闡釋社群（community）的具體內涵，並根據臺灣高等教育現況，提出當前創建學校社群所面臨的挑戰以及學校行政人員的困境；最後更具體提出學務、教務坊面等可資參酌的實例與對策，為學校社群與安全學校的創建提供實際建議。Item 大學教學之改進(資訊中心, 1977-11-??) 呂嘉衛; 王光復譯Item 我國大學通識生死教育課程設計之研究(健康促進與衛生與衛生教育學系, 2006-06-??) 吳美宜; 黃松元本研究旨在建構我國大學通識生死教育課程設計的基本構面與內涵。首先根據國內、外相關文獻，探討有關生死教育課程設計原則，同時歸納整理我國二十七所大學 通識中心於網路公佈的生死教育課程實施現況後，研擬「我國大學通識生死教育課程設計之基本內涵」德懷術問卷初稿。研究採德懷術研究法，邀請二十八位生死教 育專家學者組成的德懷術專家群，完成來回三次之Delphi問卷調查。 根據研究發現，歸納出下列結論：大學通識生死教育課程設計包含七大基本構面，即：開課方式、教學目標、教學內容、教學方法與活動、教學評量、教學資源及師 資。其中開課方式應考慮「選修／必修」、「學分數」及「單獨設科／融入式教學」等共有五項層面，教學目標上應涵蓋「知識、資訊分享」、「情意、信念、態度 與價值澄清」及「技能、技巧與調適行為」三大層面，共有十四項內涵“教學內容可區分為「死亡的本質及意義」、「對死亡及瀕死態度」、「死亡及瀕死的處理調 適」及「特殊問題的討論」等四大層面，共有十八項內涵。教學方法與活動共十五項內涵。教學評量包括「認知層面」、「情意層面」及「技能層面」等三大層面。 教學資源方面則分「選擇生死教育教材原則」及「教學資源種類」二大層面。而教學師資方面分「認知」、「情意」、「技能」三大層面，共有二十項內涵。最後根 據結論，分別針對大學通識生死教育課程設計及未來研究提出建議。Item 我國高級中學教學情況調查研究(國立臺灣師範大學研究發展處, 1986-06-??) 吳清基Senior high schools have two important jobs, one is to make students have healthy development in mind and body, the other is to prepare them for farther studying in colleges. In the whole school system it has special educational function worthy to be studied. There are four main purposes of this research: 1.To search for the differences between perceptions of learning value and reactions of learning attitudes towards all subjects of senior high schools for college students. 2.To understand the differences of college students' perceptions between instructional conditions and educational functions in senior high schools. 3.To analyse the differences of the influences of Colleges' Joint Entrance Examination on teachers instruction and students learning in senior high schools. 4.To find conclusions and suggestions for improving present senior high school education and Colleges' Joint Entrance Examination. The method of this research is a survey approach. The tool of this research is "The Questionnaire of Instructional Conditions in Senior High School", formulated by myself. The samples of this survey consist of 2,158 college students, most of them are freshmen and sophomores in National Central University, National Ching-Hwa University, National Taiwan Normal University and National Communication University. The main findings of this research are: 1.There are some significant differences between perception of learning value and reac-tions of learning attitudes towards all subjects of senior high schools for different background college students. 2.There are some significant differences of the perception of instruction in senior high schools for different background college students. 3.Students have positive cognition of learning value of some subjects that should be examined in Colleges' Joint Entrance Examination, and also have diligent learning attitude. But they perceive no learning value in and adopt an opposite attitude towards subjects not to be examined in the en