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Title: 體驗教育課程學習成效之研究
A Study of Evaluation on Experiential Education Courses
Authors: 謝智謀
Hsieh, Chih-Mou
Ying, Hong
Keywords: 體驗教育課程
experiential education courses
effectiveness of courses
Kirkpatrick evaluation model
Issue Date: 2020
Abstract: 本研究以臺灣師範大學活動領導研究課程為例,採Kirkpatrick四階層評估模式建立研究架構,探究課程參與者之學習成效以及成效影響因素,以期提供後續舉辦體驗教育課程之具體建議。研究以質性取向,立意取樣抽取七位課程參與者,透過一對一深度訪談蒐集資料,以主題分析法整理訪談逐字稿與課程反思心得。並以同儕檢核、三角檢定法、參與者檢核建立研究可信性。研究結果主要發現:一、Kirkpatrick評估結果指出學習者參與課程後之反應、學習及行為層次上均有明顯正向成效。二、得出學習層次與行為層次之成效的促進因素與阻礙因素,發現與成年人學習、課程與教學等原理相關。最後,提出對後續體驗教育課程之發展與學術研究以及應用Kirkpatrick評估模式之研究提出具體建議:一、在課程發展上,應以終為始、綜合多樣化學習策略形成整體方案以提升行為轉化效率。在未來引導員訓練上,可借鑑助人工作者「以人為本」的價值,以深入生命深度的引導,發展有影響力的體驗教育課程、培育專業人才。
This study explored the learning effectiveness of the experiential education courses by taking the course of “Studies in Activity Leadership” as an example at National Taiwan Normal University. In order to provide suggestions for the future courses of experience education, the study was carried out on the learning effects and factors that influences the results with the frame model mainly according to the four levels evaluation of Kirkpatrick. With a cross - sectional study design, a face-to-face, semi-structured and in-depth interview was conducted on 7 participants of the course for qualitative study. Thematic analysis was used to organize the interviews and course reflections word by word. Furthermore, peer review, triangle test and participant verification were performed to ensure the credibility of this work. The results revealed positive learning effects in the three evaluation levels of reaction, learning and behavior. And contributing factors and resistance factors of Reaction and Learning levels were related to principles and methods of Adult Learning Courses and Teaching. Moreover, the study has put forward the specific suggestions for the development and academic research of the subsequent education curriculum and the research on the application of Kirkpatrick evaluation model. Firstly, the principle “begin with the end in mind” conducting a comprehensive and diversified learning strategy to form an overall program to improve the efficiency of behavior transformation in the course development. The value of “learner-oriented” would be used to guide the development of influential education courses and cultivate professions in the future.
Other Identifiers: G060707024E
Appears in Collections:學位論文

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