ART三階段課程設計對於學習專注力及學習成效之重要性探討

研究針對特定學習族群（高職設計群）為提升學習成效為目標，根據歷程、情境式學習為主軸架構所設計，預期透過改善現有教學模組，使學習者能夠擁有行動學習能力，提升自我學習效能及思考廣度，建構出A（Action）R（Real）T（Transfer）教學模組，其中在真實的情境中所建構R（Real）是本模組承接A與T中間的關鍵環節，此部分又分為四個向度resolution（發現問題）、root（找尋根源）、realize（產生意識）、reflect（深入思考及表達）組織的一個循環模組，無論從哪一個向度開始，都能藉由這個此部份向度使學習者產生連接，教師更能運用不同方式切入循環模組中。本研究採用質性研究的觀察研究法，以個案研究的方式，實際觀察比較一般講述式教學方式及ART教學模組兩種教學方式之學習者學習情形。研究透過參與實際課堂的方式從教師角度對學習者上課情形進行觀察、紀錄及回饋，藉由問卷評估方式讓學習者做課堂上學習效能之自我評估，同時經過與觀課之其他教育專業者及參與學習者進行半結構式訪談，以編輯式分析做資料彙整、詮釋，並歸納出ART教學模組。整體除了專注程度有顯著差異外，於自我效能及思考廣度上與一般講述式教學上亦具有顯著性的差異，根據作為主軸的主動與行動學習的A部分、在真實的環境下學習的R部分及有效轉化及傳達T部分，分別從三個部分歸納其學習成效如下：（一） A部分從被動分心的分析情形及訪談的結果來看，這種教學方式能夠引起學習者學習動機，並且從授課過程中，在啟動階段上有達到主動完成的目標，同時在開啟R的階段的部分達成銜接的目的。（二） R部分在此部分教學的過程及做語言分心紀錄的過程中可感受到學習者認真參與討論，同時在學習過程進行中學習者提問的思考層次有明顯提高，做為教學模組的核心部分，從課堂中學習態度等方面皆有達到兼顧深耕、提升思考層次的教學目的。（三） T部分此部分在教師的鼓勵下，學習者明顯積極性、主動性有所提升，在進行輸出的過程中學習者的思考及對話層次也有明顯提高，亦顯示有達成此部分之教學目標。教學模組A、R、T這三個部分接有達到教學目的，表明在ART教學模組研究的學習成效上，是有達到教學目標且整體高於一般講述式教學，從訪談中也可以得知，比起單一使用ART的教學模式進行教學，結合一般講述式教學及ART教學模組兩者會更有效的提升學習者的學習成效，同時亦可達成在不縮減學術理論課程的教學時數下，能有效達到課綱「自主行動」、「溝通互動」、「社會參與」三大面向之「核心素養」，同時兼顧到學習者的理論知識基礎。

關鍵字

教學模組；學習成效；課程設計；專注力

並列摘要

The study focused on a specific learning group (design group) with the goal of enhancing learning outcomes. It developed a framework centered on process-based and situational learning, aiming to improve existing teaching modules. The objective was to equip learners with mobile learning capabilities, enhance self-efficacy in learning, and broaden their thinking. This effort resulted in the construction of the A (Action) R (Real) T (Transfer) teaching module. Among these, the "R" (Real) component, built within authentic contexts, serves as the critical link between "A" and "T." This component is further organized into a cyclical module comprising four dimensions： resolution (problem identification), root (root cause analysis), realise (awareness generation), and reflect (deep thinking and expression). Regardless of the starting point, each dimension enables learners to establish connections, while instructors can employ various methods to engage with the cyclical module. This study adopts a qualitative research approach, utilizing observational methods in a case study format to compare learners' learning experiences between traditional lecture-based teaching and the ART teaching module. Through classroom participation, observations, recordings, and feedback are conducted from the educator's perspective. Learners also self-assess their classroom learning effectiveness via questionnaires. Semi-structured interviews are conducted with other education professionals observing the class and participating learners. Data is compiled and interpreted using thematic analysis, ultimately summarizing the ART teaching module. The findings indicate significant differences in attention levels, self-efficacy, and breadth of thinking between the ART teaching module and traditional lecture-based teaching. Based on the key components of ART—A for active and action learning, R for learning in real-world contexts, and T for effective transformation and communication—the learning outcomes are summarized as follows: 1. A Component From analyzing distracted behaviors and interview results, this teaching approach effectively stimulates learners' motivation. During the instructional process, it achieves the goal of active engagement in the initiation phase and ensures seamless integration in the transition to the R phase. 2. R Component In this phase, the teaching process and the recording of language distractions reveal that learners actively participate in discussions. Their level of critical thinking significantly improves during the learning process. As the core component of the teaching module, this phase achieves the objectives of fostering deeper learning and enhancing critical thinking, as evidenced by learners' attitudes in the classroom.