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應用狩野二維品質模式及重視度表現值分析法檢視通識教育邏輯思維方法課程之單元課程品質屬性
Applying Kano Model and Importance-Performance Analysis to Verify the Quality Attributes of Each Module in Logical Thinking Methodology Course in General Education Curriculum
摘要
本研究從教學實踐研究的觀點討論高等教育通識教育中的邏輯思維方法課程。本文呈現研究者利用狩野二維品質模式，對邏輯思維方法課程各單元所進行之探討，分析學習者對課程各單元所具有的品質屬性認知傾向，以作為未來擬定邏輯思維方法課程改善策略之參考。本研究目的如下：一、應用狩野二維品質模式協助邏輯思維方法課程完成各單元之品質二維特性分類。二、透過「重視度表現值分析法」的歸類，瞭解學生對邏輯思維方法課程各單元的認知狀況為何，作為高等教育通識教育邏輯思維方法課程改善之參考。本研究結果指出：教學者在通識教育教授邏輯思維方法課程時，須更注意對學習者之講解引導與問題回應；在通識課程中被教學者所普遍認定為必要環節的「合作學習」面向，則是該課程需要改進的部分。
並列摘要
This study discusses a general education course about logical thinking (a methodology course) from the viewpoint of teaching practice. We aim to improve the connotation of such a course about logical thinking with the help of a detailed quality analysis to investigate learners' perceptions in such a course. We use the Kano's two-dimensional quality model to study each module of such a course and classify the quality attribution of each module to tease out instructional strategies for improving such a course. This study has two purposes: (1) to apply the Kano's model to investigate a two-dimensional classification for each module of this course and (2) to better understand students' perception of each module of this course by using the ＂importance-performance analysis.＂ It provides a reference for instructors to modify the connotation of such a general education course about logical thinking. The research findings show that instructors must focus on their instructions and responses to learners' questions when teaching such a course in general education curriculum. Some important aspects related to ＂cooperative learning,＂ which are usually emphasized in general education curriculum, needs to be carefully addressed.