我的學習我做「主」- 探討主題式教學法在高職餐飲科之成效-以開平餐飲學校為例

Abstract

主題式教學在美國行之有年，而其教學成效和益處在各項研究中也多次提到，然而主題式教學在臺灣的應用卻多停留在單一學科課程，且在技職教育的應用甚少。開平餐飲學校自2001年開始以餐飲科為媒介，推行主題企劃課程至今已將近二十年，故本研究以開平餐飲學校為例作主題式教學成效之探究。本研究目的為 (1) 透過柯氏四層次學習評估模式 (Kirkpatrick Model) 探討學生於開平主題式教學下的成效。(2) 綜合不同角色觀點，評核學校在課程內容、課程節奏、學校設備、學校文化、學校師資現況之滿意度，提出未來校務發展建議。(3) 依研究結果提出建議，提供他校餐飲科欲發展主題式教學之借鏡。本研究以Kirkpatrick的四層次學習評估模式為基礎，進行質性與量化混合式 (mixed-methods) 的研究。資料蒐集在質性部分訪談開平餐飲學校108學年度學生、家長、老師和畢業校友及校外實習單位主管共32位；量化部分以開平餐飲學校108學年度二、三年級學生為施測對象，共收回有效問卷為221份。資料分析在量化部分採人口統計變量分析、單因子變異數分析 (One-Way ANOVA) 檢驗不同餐組及會考成績之同學在主題式學習成效差異情形、以皮爾遜積差相關 (Pearson product-moment correlation) 分析柯氏模型四層次間的相關程度，以找出具統計顯著意義之影響因素。質性分析部分則以內容分析法進行編碼分析。綜合質性與量化結果，親師生對開平主題式教學法整體平均滿意度為高，更勝於傳統講授型的教學（反應層次），學生在開平主題式教學下能具體說出學習能力和習得場域（學習層次），學生在開平主題式教學法下能有立即性或經過一段時間之行為遷移，應用之場域從課堂、日常生活到職場皆能應用（行為層次），學生在開平主題式教學下對餐飲業界之正向效益與貢獻部分能具體觀察，然多數業者提及畢業兩年內學生資歷尚淺，實質效益較難評估（結果層次）。透過Kirkpatrick模式在質性與量化的評估結果，肯定開平主題式教學下學生學習成效和課程的價值。Thematic Teaching has implemented for years in America, and its teaching effectiveness and performance have also been mentioned many times in research. However, the application of thematic teaching in Taiwan has mostly happened in single subject course, and there are few applications in vocational education. Kai-ping Culinary School has started thematic teaching courses in food and beverage department for around 20 years since 2001. Therefore, this research takes Kai-ping Culinary School as case study to explore students’ learning effectiveness of thematic teaching. The purpose is to (1) Explore the learning effectiveness of students in Kai-ping thematic teaching by Kirkpatrick Evaluation Model. (2) Based on the perspectives of different roles, evaluate the school's satisfaction with curriculum content, curriculum rhythm, school equipment, school culture, teachers, and school affairs suggestions. (3) Based on the findings of the study, providing suggestions for other vocational catering schools to develop thematic teaching. This research is based on Kirkpatrick's four-level learning evaluation model, and use mixed-methods design for conducting research. For the qualitative evaluation design, we interviewed 32 people, including students, parents, teachers, alumni and managers of catering industry which are internship partners with Kai-ping, in 2019 academic year. For the quantitative evaluation design, the survey was conducted in the second and third grade students in Kai-ping and returned to 221 valid questionnairesIn the quantitative analysis, demographic variables analysis and One-Way ANOVA analysis were used to test the differences in thematic learning performance of students with different specialties and the scores in Comprehensive Assessment Program for Junior High School Students. Pearson product-moment correlation was used to analyze the correlation process between the four levels of the Kirkpatrick's model to find out the influencing factors with statistical significance. The qualitative analysis part uses the content analysis method for coding analysis. Combining qualitative and quantitative results, the overall average satisfaction of parents, teachers and students mentions the students in Kai-ping thematic teaching is higher than that of traditional lecture-based teaching (Reaction level). Students can specifically describe their learning abilities and where they learn in Kai-ping thematic teaching (Learning level). Transfer of learning are immediately happened under the Kai-ping thematic teaching method, the application field can be applied from the classroom, daily life to the workplace (Behavior level). Only few of students’ performance can be observed clearly in catering industries, while most managers mentioned that the qualifications of students within two years of graduation are still shallow, and the actual benefits are more difficult to evaluate (Result level). Through the qualitative and quantitative evaluation of the Kirkpatrick model, it is affirmed that the students' learning effectiveness and the value of the curriculum under Kai-ping thematic teaching.