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    題名: 論「通過/不通過制」在大學教育中的誤用與重塑
    On the Misuse and Reestablishement of the Pass/Fail Grading System in University Education
    作者: 何萬順
    Her, One-Soon
    林俊儒
    林昆翰
    貢獻者: 語言所
    關鍵詞: 通過/不通過制;學習評量;零學分課程;成績平均積點;學習規劃
    Pass/fail;Grading system;Zero-credit course;Grade point average;Learning planning
    日期: 2019-09
    上傳時間: 2020-09-02 09:17:54 (UTC+8)
    摘要: 本文首先釐清「通過/不通過」（Pass/Fail，簡稱 P/F）的學習評量方式與 「百分制」和「等第制」之異同，以及 P/F 制與成績平均積點（GPA）的關 係，並且呈現 P/F 制在我國高等教育發展上與零學分課程之間的緊密連結。 接著從學分與授課的對應關係，說明「服務學習」、「教學實務與實習」與 「外語能力檢定」此三種零學分課程如何誤用 P/F 制，並指出其中的可能弊 端以及背後的政策思維。從教育政策的角度觀察，P/F 制與其他評量方式都 各有利弊得失。在提示 P/F 制的適用課程、對象與階段的理論基礎上，本文 主張多元的學習規劃設計，建議大學可從多元的學習評量方式著手，重塑教 學管理的方向，期能更加符合適才適所的教育精神。
    In this paper, we first clarify the similarities and differences between the pass/fail grading system (P/F) and other grading systems and explain the relationship between P/F and the grade point average (GPA). We then reveal the close connection between P/F and the development of zero-credit courses in Taiwan’s university education. Based on the correspondence between credits and credit hours, we further demonstrate how the zero-credit courses of “service-learning”, “internship and practice of teaching”, and “graduation requirement of foreign language proficiency” seriously misuse P/F and point out their likely drawbacks and the thinking behind such policies. From the perspective of education policies, P/F, like other grading systems, has its advantages and disadvantages. Built on a discussion of the theoretical foundation of P/F’s suitability and applicability in terms of courses, participants, and learning phases, we propose a diversified approach towards designing learning planning. We thus further suggest that by considering a diversified range of grading possibilities, universities can reshape the direction of course management to better facilitate students’ individual educational goals.
    關聯: 教育研究集刊, Vol.65, No.3, pp.67-89
    資料類型: article
    DOI 連結: https://doi.org/10.3966/102887082019096503003
    DOI: 10.3966/102887082019096503003
    顯示於類別:[語言學研究所] 期刊論文

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