課程規劃－維基教育系列
This is the text of the 12-week Syllabus education program brochure, revised August 2013.
Text
page 1 (cover)
課程規劃：用12週時間，撰寫一篇維基百科條目的作業範例
維基媒體基金會
page 2
好用資源
線上指引：把維基百科用作教學工具
我們十分鼓勵所有的教師都在規劃課程大綱之前，先讀過線上指引。它能夠讓您一窺維基百科的編輯規範與社群文化、介紹基礎的編輯語法、也會帶領您瞭解典型的維基百科作業如何進行。
教師須知：如何應用維基百科作為教育工具
本手冊涵蓋了您需要瞭解的關鍵維基百科方針和結構，有關條目選擇和社群協作的最佳實踐，以及樣本評分結構。
http://education.wikimedia.org/instructorbasics
個案分享：教師如何使用維基百科進行教學
本手冊涵括了來自6國，共15位的教授，他們各自解釋如何在教室運用維基百科、評量學生的作業。這本手冊的線上版有提供他們所規劃的課程大綱連結以及作業講義。
http://education.wikimedia.org/casestudies
page 3
使用這個教學大綱
在開始之前
這份教學大綱範例是關於如何將維基百科用作教學工具的第三份系列手冊中。在深入研究課程大綱的具體內容之前，建議您先查閱「教師基礎知識」和「案例研究」手冊，更好地理解最佳實踐方法、明確作業的學習目標以及如何對維基百科作業進行評分。同時，我們強烈建議您參加為教育工作者設計的線上培訓課程。
本文檔提供了完整的維基百科寫作作業範例教學大綱，涵蓋了各種專案的最佳實踐。您可以將其作為設計維基百科作業的起點，同時從中汲取部分內容調整您的課程設計。
本教學大綱範例適用於為期 12 週的維基百科寫作作業。如需其他維基百科作業的教學大綱，請參考案例研究手冊。
瞭解我們使用的圖標
講義
本手冊中會提及應分發給學生的講義。所有這些講義都可以在本手冊的網頁版中找到：
http://education.wikimedia.org/syllabus
WP:EDUCATORS
快捷方式
本課程大綱中列出了維基百科重要頁面的快捷方式，格式為| shortcut WP:EDUCATORS。若要使用快捷方式，只需在英文維基百科的搜尋欄中輸入該快捷方式然後搜尋即可。
里程碑
經驗豐富的教師指出，對於即將編輯維基百科的學生來說，熟悉編輯語法和維基社群十分重要。在學期中設定階段性目標，能夠幫助學生適應維基百科的運作方式並有效避免拖延。而那些沒有設定此類階段性目標的教師，通常會在教學上遇到問題。
page 4
12周的課程大綱時間表
維基百科作業最好在學期初引入，因為學生需要時間去累積經驗。讓學生明確學習目標，才會令掌握維基百科的運作細節更具實際意義。
試著將你的維基百科作業與課程主題融合。在課程中引導學生思考媒體素養和知識建構的問題。
線上學生培訓
學生的線上培訓將介紹維基百科社群及運作方式，示範編輯基礎知識，指導學生完成首次編輯，提供條目選擇的主題和修訂稿撰寫的建議，並介紹一些入門過程中可用的求助渠道。培訓時間約一小時，最後設有驗證學生是否掌握的環節
page 5
第1周
维基百科要点
在介紹課程和講解教學大綱時，務必告知學生本學期將參與維基百科的編輯。這是個和他們探討一下對維基百科的固有印象的好機會，並了解是否有學生有編輯維基百科的經驗。
課堂上
- 課程概述
- 介紹在課程中將會怎樣使用維基百科
•講義：《Editing Wikipedia》手冊（可從維基媒體基金會線上下載或印刷取得）
你的維基百科課程頁面
在課程開始前，您需要在維基百科上建立一個課程頁面。課程頁面用於向學生和維基百科社區說明您的維基百科作業詳情，追蹤選修此課程的學生以及他們的編輯進度，並用於討論問題。有關如何設定課程頁面的詳細信息，請參閱“The Essentials: What to do before the term starts”手冊或訪問“ Wikipedia:Course pages”頁面。| shortcut WP:COURSE
第2周
編輯基礎知識
引導學生編輯維基百科十分重要，這能幫助他們快速熟悉MediaWiki標記語言（即「維基語法」或「維基程式碼」）。作為教師，你有多種途徑：可親自授課、邀請維基百科校園大使及維基人教學、向校內教學技術中心尋求支持。推薦安排學生完成線上培訓。無論採取何種方式，學生應掌握基礎編輯技巧、理解文章結構，甄選適合課程作業的條目。
課堂上
•編輯的基本技巧 •維基百科文章的結構，什麼樣的文章算是好文章，如何區•分優質與劣質文章 •尋找合適文章的技巧，如何挑選最適合課堂作業的條目 •講義：“Using talk pages”講義，以及“Evaluating Wikipedia article quality”手冊
作業（第 3 週截止） 完成線上學生導覽。在這個培訓過程中，你將建立帳號、在「沙盒」中進行編輯，並學習維基百科的基本規則。| shortcut WP:STUDENT
•建立一個使用者頁面，並在課程頁面上的學生名單中註冊。
•如果想練習編輯和維基百科上的交流方式，可以先向你班上的維基百科協助人員（比如維基大使）介紹自己，也可以去同學的討論頁留言。
里程碑
•所有學生均已註冊維基百科賬號，並已列入課程頁面的名單。
page 6
第3周
探索主題領域
讓學生盡早為他們的維基百科選題做研究十分重要。要找到既沒有太多好內容，又有足夠資料可以重新寫的條目十分需要技巧。與其讓學生自己找題目，老師可提前列出適合寫的空缺條目或待完善條目清單。雖然前期準備十分麻煩，但學生可以更快進入查資料和編輯的階段。
課堂上
•講義：“Advice for choosing articles”和“How to get help”
作業（第4周上交）
選取一篇與課程相關的維基百科條目進行批判性的分析，並在其討論頁留下改進建議。
在你的維基百科用戶頁上列出3至5個條目作為主修項目，並請教師給予意見。
獲取幫助
當遇到突發狀況，例如學生的條目被質疑、與其他編輯產生爭論，或對問題感到困惑時，應尋求幫助。如果課堂有資深維基人，建議咨詢。也可將問題提交至教育公告板| shortcut WP:ENB尋求協助。新手可前往茶館 | shortcut WP:TH ，這是專為新編者設置的友好交流空間。線上培訓教程中還標注了其他可用的求助渠道。
第4周
使用来源
當學生引用文獻完善維基百科條目時，理解維基百科關於抄襲和侵權的規則十分重要。大多學生都清楚照搬原文屬於抄襲行為，但往往忽略或心存僥倖地嘗試隱性抄襲，例如未注明出處直接套用，或對原文進行措辭調整卻保留原結構及觀點（即近似複述）。任何抄襲或侵權都可能令學生的編輯內容被刪除。
課堂上
•講義： “Referencing on Wikipedia”和“Understanding Wikipedia’s copyright policy”
作業（第5周上交）
•在課程相關的維基百科條目中增加1至2句新資訊，附上可靠來源。
下一周
•教師在第5周前評估學生所選的條目。
你就是專家
Applying your own expertise to Wikipedia’s coverage of your field will be key to a successful assignment. You understand the broader intellectual context where individual topics fit in, you can recognize where Wikipedia falls short, you know—or know how to find—the relevant literature, and you know what topics your students should be able to handle. So your guidance on article choice and sourcing is critical for both your students’ success and the improvement of Wikipedia.
page 7
第5周
選擇條目
By this week, ideally, you have evaluated the students' article choices and given them feedback, helping them to choose articles that are appropriate for the assignment. Because students often wait until the last minute to do their research or choose sources unsuited for Wikipedia, we strongly suggest that the students put together a bibliography of materials they want to use in editing the article which can then be assessed by you and other Wikipedians.
課堂上
•Discuss the range of topics students will be working on and strategies for researching and writing about them.
作業（第6周上交）
•Select an article to work on, removing the rest from your user page. Add your article to the class’s course page.
•Compile a bibliography of relevant reliable sources and post it to the talk page of the article you are working on. Begin reading the sources.
第6周
起草初學者文章
Once students have gotten somewhat of a grip on their topics and the sources they will use to write about them, it’s time to start writing on Wikipedia. You can assign them to jump right in and edit live or start in their own sandboxes. There are pros and cons to each approach.
Pros and cons to sandboxes: Sandboxes make students feel safe because they can edit without the pressure of the whole world reading their drafts or other Wikipedians altering their writing. However, sandbox editing limits many of the unique aspects of using Wikipedia as a teaching tool, such as collaborative writing and incremental drafting. Spending more than a week or two in sandboxes is strongly discouraged.
Pros and cons to editing live: Editing live is exciting for the students because they can see their changes to the articles immediately and experience the collaborative editing process throughout the assignment. However, because new editors often unintentionally break Wikipedia rules, sometimes students’ additions are questioned or removed.
課堂上
•Talk about Wikipedia culture and etiquette, and (optionally) revisit the concept of sandboxes and how to use them.
•Q&A session with instructor and/or Wikipedia Ambassadors about interacting on Wikipedia and getting started with writing.
作業（第7周上交）
•If you are starting a new article, write a 3–4 paragraph summary version of your article—with citations—in your Wikipedia sandbox. If you are improving an existing article, write a summary version reflecting the content the article will have after it's been improved, and post this along with a brief description of your plans on the article’s talk page.
•Begin working with classmates and other editors to polish your short starter article and fix any major issues.
•Continue research in preparation for expanding your article.
里程碑
- 所有學生都已開始在維基百科上編輯條目或草稿。
page 8
第7周
移動草稿至主名字空間
Whether students are starting new articles or expanding existing articles, it’s critical to get them working live on Wikipedia as soon as possible. Short summary versions for new articles (and short existing articles that have been expanded five-fold) are great starting points for working live in main space.
課堂上
•Handout: “Moving out of your sandbox”
作業（第8周上交）
•Move sandbox articles into main space.
•Optional: For new articles or qualifying expansions of stubs, compose a one-sentence “hook,” nominate it for “Did you know,” and monitor the nomination for any issues identified by other editors.
•Begin expanding your article into a comprehensive treatment of the topic.
維基百科進程
Advanced students’ articles may qualify for submission to Did You Know, a section on Wikipedia’s main page featuring new content. Submitting articles to DYK will probably be your class’s first major contact with Wikipedia’s behind-the-scenes article processes. We strongly recommend either trying this yourself beforehand, or working closely with one or more experienced Wikipedians to help your students navigate the process smoothly. If your students are working on a related set of articles, it may be good to combine multiple article nominations into a single hook; this helps keep your students’ work from swamping the process or antagonizing the editors who maintain it.
第8周
完善條目
At this point, many students will have ‘gotten it’, and have a clear understanding of how to move forward. From there, the most important thing is giving feedback, both on the work they’re doing—what is missing, what sources could be used to improve it, whether the balance is appropriate—and on how to keep within Wikipedia’s guidelines, particularly Neutral Point of View | shortcut WP:NPOV and No Original Research. | shortcut WP:NOR
Other students may have stumbled with some element of getting their initial work live on Wikipedia. This is the key point to identify where students are having trouble—whether from negative reactions from other editors, technical hang-ups, problems finding good sources and using them appropriately, plagiarism, or something else. This is a good time to do a quick scan (at least) of what each student has contributed so far.
Workshop in class or outside of class
- 演示上傳圖像並將圖像添加到條目中。
- 分享經驗並討論問題。
•Handouts: “Illustrating Wikipedia: A guide to contributing content to Wikimedia Commons” and “Evaluating Wikipedia article quality” (handed out originally in week 2)
作業（第9周上交）
•Expand your article into an initial draft of a comprehensive treatment of the topic.
•Select two classmates’ articles that you will peer review and copy-edit. (You don’t need to start reviewing yet.)
page 9
第9周
獲得並提供反饋
Collaboration is a critical element of contributing to Wikipedia. For some students, this will happen spontaneously; their choice of topics will attract interested Wikipedians who will pitch in with ideas, copy-edits, or even substantial contributions to the students’ articles. Online Ambassadors who take a strong interest in the topics students are working on can make great collaborators. In many cases, however, there will be little spontaneous editing of students’ articles before the end of the term. Fortunately, a class full of fellow learners is a great pool of peer reviewers. You can make the most of this by assigning students to review each others’ articles soon after full-length drafts are posted, to give students plenty of time to act on the advice of their peers.
課堂上
•As a group, have the students offer suggestions for improving one or two of the students’ articles, setting the example for what is expected from a solid encyclopedia article.
作业（第10周上交）
•Peer review two of your classmates’ articles. Leave suggestions on the article talk pages.
•Copy-edit the two reviewed articles.
里程碑
•All articles have been reviewed by others. All students have reviewed articles by their classmates.
评级维基百科条目
The initiative to improve the quality of all articles has led Wikipedians to introduce a rating system (summarized below) that describes the progression from Stub to Featured Article. Encourage your students to familiarize themselves with this rating system and use it when doing peer reviews of each others’ articles. Students should keep in mind that B-class and C-class articles on Wikipedia are not equivalent to a traditional “B” or “C” class work in academia. Good Article and Featured Article are only attainable through a challenging peer-review process on Wikipedia, and only the most advanced students should contemplate submitting their work to these processes.
典范条目
The article meets the featured article criteria | shortcut WP:FACR and has gone through the FA candidates process | shortcut WP:FAC Achieving FA status is rare, although not unprecedented, for Wikipedia class projects.
优良条目
The article meets the good article criteria | shortcut WP:GACR and has gone though a successful good article nomination | shortcut WP:GAN Good articles are challenging, but possible, for classes that engage with Wikipedia throughout the term. Leave more time for review and revision of GAs are your goal, since it typically takes several weeks before a nominated article receives a review.
B
The article is mostly complete and without major issues, but requires some further work to reach good article standards. This level of quality is realistic for good students who work hard on their Wikipedia assignments and work on articles that are not too broad.
C
The article is substantial, but is still missing important content or contains a lot of irrelevant material. Your students can do better than this, but it will take effort.
Start
An article is developing, but is still incomplete and may require further reliable sources. Without feedback and guidance from the instructor, this is the typical level of quality achieved by students. It's also, approximately, the typical level of quality of a random Wikipedia article longer than a few paragraphs.
小作品
The article contains only a very basic description of the topic, from a single sentence up to a few paragraphs. (Articles marked as stubs may actually have improved beyond stub status.)
page 10
第10周
回应反馈
At this point, students should have produced nearly complete articles. Now is the chance to encourage them to wade a little deeper into Wikipedia and its norms and criteria for great content. You’ll probably have discussed many of the core principles of Wikipedia—and related issues you want to focus on—but now that they’ve experienced first-hand how Wikipedia works, this is a good time to return to topics like neutrality, media fluency, and the impact and limits of Wikipedia. Consider bringing in a guest speaker, having a panel discussion, or simply having an open discussion amongst the class about what the students have done so far and why (or whether) it matters.
课堂上
•Open discussion of the concepts of neutrality, media literacy, and the impact and limits of Wikipedia.
作业（第11周上交）
•Make edits to your article based on peers’ feedback. Prepare for an in-class presentation about your Wikipedia editing experience.
第11周 课堂演讲
Having students explicitly reflect on their experiences with Wikipedia, through presentations and/or reflective essays, can help draw out and solidify what they’ve learned about Wikipedia in particular and media literacy and research more generally. Such assignments, when they include explicit summaries or documentation of what students did or tried to do on Wikipedia, can also serve as the lens for evaluating and grading students’ Wikipedia work.
课堂上
•Students give in-class presentations about their experiences editing Wikipedia.
作业（第12周上交）
•Add final touches to your Wikipedia article.
•Write a reflective essay (2–5 pages) on your Wikipedia contributions.
第12周
所有作业上交
你做到了！
里程碑
•Students have finished all their work on Wikipedia that will be considered for grading, and have submitted reflective essays.
page 11
評分
This is a basic grading scheme appropriate for a Wikipedia assignment similar to this one. For more ideas on how to grade Wikipedia assignments, see the grading rubrics section of the “Instructor Basics” brochure.
Sample Grading Structure
In grading a “research and write an article” type of assignment, the following grading rubric has been successful:
5% each (x4)
Participation grade for early Wikipedia exercises
10%
在線上或實體課堂討論的參與
10%
同儕審查以及與同學的團隊合作
50%
學生本身主要貢獻的維基百科內容品質
10%
反思心得
學生成績
page 12 (back cover)
準備好加入維基百科教育計畫了嗎？
Education programs already exist in many countries, and Wikimedia volunteers are creating new programs every term. In countries where the Wikipedia Education Program is in operation, volunteer Wikipedia Ambassadors may be available to offer you and your students assistance in learning the best ways to contribute to Wikipedia for class.
加入我们！ 更多信息，请访问
http://education.wikimedia.org
除非另有说明，否则来自Wikimedia Commons的所有图像均受CC-BY-SA或其他公共领域许可的约束。 其中包含的内容可通过知识共享署名-相同方式许可V 3.0（http://en.wikipedia.org/wiki/Wikipedia:CC-BY-SA）或任何更新版本获得。
.svg)
維基媒體基金會以及其他組織的商標或標誌並不是以創用CC的條款授權。維基媒體基金會、維基百科、維基共享資源、MediaWiki、維基字典、維基教科書、維基文庫、維基新聞、維基語錄、維基學院、維基物種、維基數據、維基旅遊以及元維基都是維基媒體基金會正在進行或已完成註冊程序的商標。
有关更多信息，请参见我们的商标方针页面，
http://wikimediafoundation.org/wiki/Trademark_Policy.
還有更多關於我們的授權條款或商標政策的問題，請電子郵件聯繫legal@wikimedia.org