不同教學法對科大學生理論課程學習影響之研究

The study of exploring the learning impact on technology university undergraduate students by applying different teaching methods in the theoretical course

高曼婷(Man-Ting Kao) ； 傅後淞(Hao-Song Poh) ； 袁宇熙(Yu-Hsi Yuan)

《健康管理學刊》 15卷1期 (2017/06) Pp. 45-59

摘要

本研究為了探討「心智圖教學法」、「翻轉教學法」、「數位教學法」等三種不同的教學方法，對於學生學習成效之影響。本研究以實驗設計，以偏屬理論課程的餐旅人力資源管理科目，經九週的實驗教學與四次學科考試，據以為資料分析之數據。利用重複量數單因子共變數分析，比較不同教學法的測驗分數是否有顯著差異。分析結果顯示，不同教學法對學生的餐旅人力資源管理科目的學習有顯著差異，再經由調整後平均數的事後比較得知心智圖教學法（M＝65.628）顯著優於數位教學法（M＝61.443）以及翻轉教學法（M＝60.070），但數位教學法及翻轉教學法二組間則未達到顯著差異水準。最後，依據分析結果論述研究結論，並給予教學上相關之建議。

關鍵字

心智圖 ； 翻轉教學 ； 數位教學 ； 科大學生 ； 理論課程

並列摘要

To examine the difference of learning performance that applied different teaching method as ＂mind-map＂, ＂flipped classroom＂, and ＂e-learning＂, the experimental design had employed in this study. A theoretical oriented subject ＂Human Resource Management of Tourism and Hospitality＂ to be selected for experiment. Total 9 weeks teaching and 4 quizzes to be conducted among experimental period. To compare the score of different teaching group that the repeated measured ANOVA was applied in this study. Result shows that the difference of post-test score reached significant level. Further, the posthoc adjust mean score support that ＂mind-map＂ (M=65.628) higher than ＂e-learning＂ (M=61.443) and ＂flipped classroom＂ (M=60.070). However, the mean-scores of ＂e-learning＂ and ＂flipped classroom＂ were similar. In general, some suggestions were stated in conclusion based on findings for educator design their curriculum.

並列關鍵字

mind map ； flipped teaching method ； digital instruction teaching method ； technology university undergraduate students ； theoretical course