學思達教學應用在技術型高中會計課程之實驗研究

Abstract

本研究旨在探討「學思達教學應用在技術型高中會計課程之實驗研究」對學生的會計學業成就、自我導向學習及問題解決能力之影響。研究者以「學思達教學法」作為主要理論依據，來設計教學活動，以比較傳統講述式教學法之成效。本研究採取準實驗研究法，以單組前、後測設計研究模式，將「自我導向學習量表」、「問題解決能力自我檢核表」為研究工具，，進一步分析探究實驗組學生在實驗處理後，學業成就、自我導向學習及問題解決能力改變之情形。 歸納本研究之結論：(1)學思達教學法應用於技術型高中會計課程對學生學業成就有顯著之影響；(2)學思達教學法的學生在自我導向學習「效率學習」、「獨立學習」、「創造學習」有正向效果；(3)學思達教學法的學生在問題解決能力「釐清問題」、「提出可能的解決策略」、「按照策略採取行動」、「評鑑行動的效能」有正向效果。(4)學思達教學法下，「低分組」的後測學業成就有明顯提高。The purpose of this study was to explore the impact of “An Experimental Study on Share-Start Teaching Method Applied to Accounting Course in Technical High Schools” on students’ academic achievement, self-directed learning and problem-solving ability. Researchers used the "Student Learning Method" as the main theoretical basis to design teaching activities to compare the effectiveness of the traditional teaching method. This study adopted the Experimental Research. The students in the experimental group took the pretest and the posttest in the scale of the self-directed learning and self-checking method for problem-solving ability in order to analyze the differences of academic achievement, self-directed learning and problem-solving ability after the experiment. Inductive conclusions of this study: (1)The application of Share-Start Teaching Method to technical high school accounting courses has a significant impact on students' academic achievement; (2)Share-Start Teaching Method have positive effects on self-directed learning, "efficient learning", "independent learning" and "creative learning".; (3)Share-Start Teaching Method Students in learning to solve the problem has the positive effect on "solving problems", "probably solving strategies", "actingaccording to strategy" and "evaluating the effectiveness of actions". (4)Under the Share-Start Teaching Method, the post-test academic achievement of the "low group" has been significantly improved.