本文以澳門的一所書院為案例，透過文件分析及訪談了解其課程發展與成 效。本研究發現，案例書院課程發展包含大學、書院及學生層級，偏向目標模式， 但皆未經歷目標模式的所有步驟。其中，大學層級相對完整，但情境分析與課程 評鑑未突顯，預期學習成果比重較不均衡。書院與學生層級的活動包含七大目 標，形式多元化且覆蓋面廣，但少了明確目標、預期學習成果、教學策略及評量 策略等陳述，課程組織也較缺乏統整、順序與均衡性的考量。成效方面，書院課 程受到師生的肯定，不僅有卓越的事例，學生對目標能力的成長及書院活動成效 的評分也都高於平均數。但七大目標能力的成長程度出現落差，少數學生的高滿 意度可能難以代表整體院生的知覺，課程評鑑活動也較缺乏。為提昇書院課程的 品質與成效，建議採用 Kerr & Tweedy（2006）的「課程模式」及 Brown（2022） 的評鑑表發展課程。

This article takes a residential college in Macao as a case, and understands its curriculum development and effectiveness through document analysis and interviews. This study found that the residential college curriculum spanned across the university, residential college, and student levels, and inclined towards the objectives model, but none of them went through all the steps of the model. Among them, curriculum development at the university level was relatively complete, yet the situation analysis and curriculum evaluation were not highlighted, and the proportion of intended learning outcomes was relatively imbalanced. The activities designed by the residential college fellows and students included seven goals, which were diversified and covered a wide range of areas. However, there was a lack of statements such as clear goals, intended learning outcomes, and teaching and assessment strategies, and the curriculum organization was lacking in integration, sequence, and balance. In terms of effectiveness, the residential college curriculum was affirmed by residential college fellows and students. There were not only excellent examples, but also the students’ ratings on the growth of target abilities, and the effectiveness of residential college activities were higher than the average. However, there was a gap in the growth of the seven goals. The high satisfaction of a small number of students may not represent the perception of the overall residential college students, and there was a lack of curriculum evaluations. In order to improve the quality and effectiveness of the residential college curriculum, it is recommended to adopt the curriculum model of Kerr & Tweedy (2006) and the evaluation form of Brown (2022) to develop residential college curriculum.