技術型高中餐飲科飲料調製補救教學課程之個案研究

本研究主要目的是以私立技術型高中餐飲科一年級學習落後的學生為對象，設計與實施飲料調製補救教學課程，並探究此課程對學生之飲料調製學科與術科學習成效的影響。本研究採用個案研究法進行，併採觀察、訪談、文件收集等方法蒐集資料，再以主題分析法分析之。飲料調製補救教學課程的具體課程目標為學生能培養飲料調製正確的衛生安全觀念並能正確快速地操作五種調製法之調製飲料的流程。此課程採用多元之教學策略，包括直接教學模式、精熟教學模式、學長姐同儕教學法。課程為期12週，每週實施3小時。每次主要教學流程為：一、學科重點解說、二、教師示範第1、2道飲料，學生進行操作練習，教師進行修正與回饋；三、教師示範教學第3、4道飲料，學生進行操作練習，教師進行修正與回饋；四、綜合活動：調製技巧總評、學術科測驗。研究結果發現，補救教學課程實施後，學生之飲料調製的學科與術科操作的學習成效有顯著的提升，而部分學生在原班級之課程中也因此變得更自信與有成就感。

關鍵字

技術型高中；飲料調製；補救教學

並列摘要

This study aims to design and implement a remedial program of Beverage Preparation for the underachieved students of the Food and Beverage Department in one private vocational high school, and then explores the learning outcomes of the students. This study is conducted using case study method. Data are collected through observation, interview, and document analysis, and then are analyzed by thematic analysis method. The specific objectives of the remedial program are that students can cultivate the correct knowledge of safe and healthy beverage preparation and operate the processes of five types of beverage preparation methods correctly and quickly. The remedial program adopts multiple teaching strategies, including direct teaching, mastery teaching, and the peer teaching. The course lasts for 12 weeks and is implemented for three hours per week. The major teaching process includes: 1. providing key lectures of theoretic background, 2. teacher's demonstration of the first two beverages, students' operation exercises, and then teacher's feedback; 3. teacher's demonstration of the last two beverages, students' operation exercises, and then teacher's feedback; 4. wrap-up: teacher's overall feedback and a quiz. After the program, the students' theoretic knowledge and operational ability of beverage preparation are both significantly improved, and some students even have become more confident and fulfilled in their regular class.