問題導向學習應用於國際禮儀課程教學設計之研究

本研究旨在對於以就業為導向為主的餐旅管理科系學生而言，發展學生自我學習更能符合業界所需的問題導向學習能力的之養成。本研究主要目的在探討PBL教學方式對國際禮儀課程學生「學習成效」及「學習滿意度」之間的關係。本研究為不等組前後測之準實驗設計，研究對象為實驗組26人，對照組為20人，進行9週之教學實驗。研究結果顯示：學生在「學習成效」及「學習滿意度」，優於「傳統講述教學」；在學習成效四構面中，認為「行為」是最重要的關鍵因素，在學習滿意度五構面中「課程特色」是最重要的關鍵因素；學生認為課程中藉著實際演練感受到透過肢體動作的調整，改變自己的思考模式，有效提升自信與魅力。由此結果可知學生認為「PBL」教學是很適配的教學策略。本研究結果可以作為提升學生日後能應用於生活中、職場上展現出合宜的禮儀，以及提供給餐旅管理科系相關領域教師教學時之參考。

關鍵字

問題導向學習；教學設計；學習成效；學習滿意度

並列摘要

The purpose of this research is to for employment-oriented college students in the hospitality management department, the development of students' self-learning is more in line with the development of problem-based learning (PBL) capabilities required by the industry. The main purpose of this research is to explore the relationship between PBL teaching methods and the "learning effectiveness" and "learning satisfaction" of international etiquette course students. This study is a quasi-experimental design for different groups before and after testing. The research objects are 26 people in the experimental group and 20 people in the control group. A 9-week teaching experiment was conducted. The results of the research show that students are superior to "traditional teaching and learning" in terms of "learning effectiveness" and "learning satisfaction". Among the four dimensions of learning effectiveness, "behavior" is considered to be the most important key factor. The "course characteristics" in the face is the most important key factor; students believe that through actual exercises, they feel that the adjustment of their body movements can change their thinking mode and effectively enhance their self-confidence and charm. From this result, it can be seen that students believe that "PBL" teaching is a very suitable teaching strategy. The results of this study can be used as a reference to improve students' ability to demonstrate appropriate etiquette in life and workplace in the future, and to provide reference for teachers in the field of hospitality management.

並列關鍵字

Problem-based-learning (PBL) ； instructional design ； learning outcome ； learning satisfaction

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