探究式教學應用於高職電機科專題製作課程
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2019
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Abstract
本研究旨在探討探究式教學運用於高職電機科專題製作課程中，運用探究式教學對學生學習態度之影響。本研究採用等組前後測準實驗設計，分為實驗組（A組18人）與控制組（B組18人），實驗過程一年，兩組皆實施前、後測，其目的是為了瞭解實驗組與控制組，施以探究式教學和講述教學後，以學習態度問卷統計，經SPSS分析前、後之間的差異，檢視兩組是否有顯著的提升學習態度。質性研究方面，是將實務工作者在專題製作課程中所遭遇的問題進行研究。以研究者本身在實務工作場域上所遇見的問題，研擬解決方案途徑與策略，從旁協助學生完成專題製作。結論如下：
一、實施探究式教學於專題製作之遭遇問題與因應策略包括：
（一）增修APP學習單的內容與設計，提升學生自我探究的能力。
（二）調整小組報告方法，並增加學生討論的機會。
（三）強調手機使用規範與透過小組約束，共同維護學習秩序。
二、經過實驗教學後，接受探究式教學實驗的學生學習態度顯著高於控制組。
The purpose of this study was to apply inquiry-based learning and student’s learning attitude strategies to the project learning course in the department of the electrical engineering at vocational-technical senior high school. This study used the method of inquiry-based learning to conduct student’s learning attitude, and the method of inquiry-based learning used the equivalent-group pretest and posttest quasi-experimental design. The students were divided into experimental group (18 in group A) and control group (18 in group B) in one year experiment, and the two groups were pre- and post-tested in advance. The purpose was to realize the difference of the two groups after the inquiry-based teaching and didactic teaching through the statistics of questionnaire after the SPSS analysis. The statistics was also used to learn whether the two groups had significant improvement and homogeneity in learning attitude. In terms of qualitative research, the researcher studies the problems encountered by practitioners and to find solutions and strategies in teaching field of the researcher, and assists students to accomplish the project learning course. The conclusions are as follows: 1. The implementation of inquiry-based teaching in the project learning course and response strategies include: (1) Enhance the content and design of the APP work sheet to upgrade students' self-exploration ability. (2) Adjust team representing methods and increase opportunities for student discussion. (3) Emphasize the rules of using cellphones and maintain the learning order. 2. After experimental teaching, the learning attitude in the experimental group is significantly higher than that in the control groups.
The purpose of this study was to apply inquiry-based learning and student’s learning attitude strategies to the project learning course in the department of the electrical engineering at vocational-technical senior high school. This study used the method of inquiry-based learning to conduct student’s learning attitude, and the method of inquiry-based learning used the equivalent-group pretest and posttest quasi-experimental design. The students were divided into experimental group (18 in group A) and control group (18 in group B) in one year experiment, and the two groups were pre- and post-tested in advance. The purpose was to realize the difference of the two groups after the inquiry-based teaching and didactic teaching through the statistics of questionnaire after the SPSS analysis. The statistics was also used to learn whether the two groups had significant improvement and homogeneity in learning attitude. In terms of qualitative research, the researcher studies the problems encountered by practitioners and to find solutions and strategies in teaching field of the researcher, and assists students to accomplish the project learning course. The conclusions are as follows: 1. The implementation of inquiry-based teaching in the project learning course and response strategies include: (1) Enhance the content and design of the APP work sheet to upgrade students' self-exploration ability. (2) Adjust team representing methods and increase opportunities for student discussion. (3) Emphasize the rules of using cellphones and maintain the learning order. 2. After experimental teaching, the learning attitude in the experimental group is significantly higher than that in the control groups.
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探究式教學, 講述教學法, 學習態度, Inquiry-based teaching, Didactic Teaching, Learning attitude