本課程持續修世界公民議題討論課的小班分組討論及問題導向的教學方式，並加入「現象導向學習」Phenomenon Based Learning（也翻譯為多元化創新課程），其與問題導向學習Problem Based Learning，專題導向學習Project Based Learning 類似卻有差異，如果說問題導向學習相對看重的是深度的探索，專題導向學習則更看重利他行動能力的展現，而現象導向學習無疑更偏向廣度的理解，因為強調多向度的全面了解，特別是著重批判性思考。
現象導向學習強調學習不再以分科為核心，而是藉由學習跨學科統整。期望學生能從觀察到的真實現象出發，進而能夠進行持續的探索。藉由討論各種特定議題，如垃圾、剩食、蚊蟲……讓學生可以360度的全景環繞這個議題進行跨領域的統整理解。對博雅書院的學生，他們除了在本科系上可以有專業的重量學習，而在書院則是軟實力的培養，團隊合作、人際溝通、多元知識與興趣、探索與冒險、發想與創新，並身體力行，如孔子所說：吾聽吾忘、吾見吾記、吾做吾悟；也有學者做了分析：閱讀只記得10%、聽到20%、看到30%、看聽同時50%、講過70%、去做90%。所以觀察探究、資料收集、個案分析、問題提出、解決方式、可能策略、實質行動……都是課程所要面對的挑戰，藉此透過多次討論、辯證與修正，尋找可能有效的機會，讓師生共同學習與成長。
This course continues to take small group discussions and problem-based teaching methods in global citizenship issue discussion classes, and adds "phenomenon based learning" (also translated as diversified innovation courses), which is related to problem-based learning, problem-based learning, and special topics Project Based Learning is similar but different. If problem-based learning relatively values in-depth exploration, topic-based learning values more the display of altruistic action abilities, while phenomenon-based learning undoubtedly favors breadth of understanding because it emphasizes multi-directional A comprehensive understanding of the degree, with a particular emphasis on critical thinking.
Phenomenon-based learning emphasizes that learning is no longer centered on subject division, but is integrated across disciplines through learning. It is expected that students can start from the observed real phenomena and then be able to conduct continuous exploration. By discussing various specific issues, such as garbage, leftover food, mosquitoes... students can have a 360-degree panoramic view of this issue to develop a comprehensive understanding across fields. For students of Liberal Arts College, in addition to their professional studies in the undergraduate department, in the college they can also cultivate their soft skills, teamwork, interpersonal communication, diverse knowledge and interests, exploration and adventure, ideation and innovation, and Put it into practice, as Confucius said: I listen and I forget, I see and I remember, and I do and I understand; some scholars have also analyzed it: only remember 10% of reading, 20% of listening, 30% of seeing, 50% of watching and listening at the same time, and 50% of what was said. 70%, do 90%. Therefore, observation and inquiry, data collection, case analysis, problem posing, solutions, possible strategies, and practical actions... are all challenges that the course must face. Through multiple discussions, dialectics, and revisions, we can find possible effective opportunities to let Teachers and students learn and grow together.
嚴長壽，做自己與別人生命中的天使。
許恆嘉，放手不放養。
Yan Changshou, be an angel in your own life and the lives of others.
Xu Hengjia, let go and don’t let go.
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