1960 年代初期，英國及美國教育學者開始對其教育進行「國家課程改革運動」， 對於傳統課程之目的與價值進行研究改良；台灣在1990 年代以來，亦開始進行一連串 的教育改革措施，時至今日的磨課師與翻轉教室⋯⋯等，延伸出強調個人化學習法的新 一代教學風潮。本文以科技大學設計課程為例，連結高中職與大學一年級入門視覺設 計課程與進階設計競賽輔導課程，將各一學年36 週的課程設計強化數位學習法，讓學 生在自我與群體、學習與分享上增進自主學習動機，強化學習成效。 課程設計上教學與理論並進，並藉由強納森・柏格曼（Jonathan Bergmann）2 與艾 倫・山姆（ Aaron Sams ） 3 的3C ： 「Content 內容」、「Curiosity 好奇」、 「Connection 師生關係」，創造學生個人學習環境，引導學生對課程主題產生好奇， 進而與教師間產生互動，達到因材施教目的。本課程成果經由學知回饋與輔導學生參 與國際競賽精進學習成效，除增進學生設計技能與自信心，亦拓展學生國際觀與競爭 力。 在五年課程教學當中，共累計國內設計競賽61 項、國際設計競賽20 項入圍獲 獎，包含教育部一等設計競賽6 項。2016 年並帶領四位學生至墨西哥參與墨西哥國際 海報雙年展，參與雙年展設計工坊與國際設計師及學生交流。

In early 1960s, British and American educators began to promote "national curriculum reform campaigns" for their domestic education. After researching and studying, they improved the value and goals of traditional courses. Since 1990s, Taiwan has also started a series of educational reforms. Today, the modernized learning resources and methods like MOOCs (Massive Open Online Courses) , flipping classrooms and etc. for undergraduate students have been broadly used and also have become the new trend of emphasizing on personal and individual needs for young generation. Therefore, we are taking the design courses of the University of Science and Technology as an example. By linking high school basic design courses, university first-year entrance visual design courses, and advanced design competition guidance courses with digital learning tools and methods into a 36-week program in an academic year, we believe this course design will increase students’ motivation and strengthen their creativity as well. Furthermore, they could learn from both self and group experience and then enhance the best learning results. As to curriculum design, teaching methods goes hand in hand with theories. By adopting “3C Theory” (Content, Curiosity, Connection) from Jonathan Bergmann and Aaron Sams, the course design focuses on creating a better learning environment, encouraging students’ curiosities, and increasing more positive interaction between teachers and students. So, teachers could discover every student’s individual talents and fulfill their needs, and then bring them to exceed their own expectation on their work. By coaching students in participation of international design competitions, it is expected to reach the goals of helping students to obtain learning experience outside of classroom, improve their design skills and increase their confidence, so the students will embrace the international vision and have better competitiveness. In the course of my five years of teaching, a total of 61 national design competitions(contests) and 20 international design competitions(contests) have been awarded to our school including 6 first-class design competitions(contests) held by the Ministry of Education. In 2016, I have led four students to Mexico to participate in the International Poster Biennial in Mexico (BICM). An also participated in the design workshops to exchange ideas with international designers and students.