「學習如何學習」、「翻轉教學」與「設計思 考」，是筆者甚受啟發有關「創新教學」的理念。 然而，就實際執行方法、步驟上，似尚有些限制或 尚待加強之處。 本文嚐試藉由局部文獻探討，加上筆者的多年 教—學經驗，尤其是近五年（民100-104 年）在法 務部矯正署的「生命教育」種子師資培訓工作坊的 獨特體驗。筆者先提出對教學、學習、教—學的十 個反思，進而提出一個「另類的翻轉教學-- 學習如 何教—學」的模式，強調次第分明的「6 ☆四級」 與全人角色的「兩個取向」，並落實教—學相長， 教—學不二的精神，達到「創新教—學」。此模式 或可視為另類之翻轉教學。

The author is inspired by concepts related to “innovative teaching”such as“Learning How to Learn,”“Flipped Teaching”and“Design Thinking”. However, from the perspective of implementation, there seem to be limitations and room for improvement. This article presents a partial literature review, together with the author’s teaching and learning experience, especially her involvement in offering teacher-training programs on life education at the Agency of Corrections, Ministry of Justice from 2011 to 2015. The author first puts forth ten reflections on teaching, learning and teaching-learning, and then proposes a“Learning How to Teach and Learn”model, which features, stepby- step“, six ☆ and four levels”and holistic liferole“ two orientations”and also aims to realize“the twoway nature”and“non-duality”of innovative teaching and learning. The author believes that this model could serve as an alternative to“flipped teaching.”