APS教學法於統計學之應用

Application of APS Teaching Method in Statistics

楊文華(WenHua Yang)

《創新與管理》 17卷3期 (2021/11) Pp. 53-82

摘要

本研究修正王政忠老師所設計的MAPS教學法成為APS教學法，包括：（1）提問（Ask）、（2）口說發表（Pres）及（3）同儕鷹架（Sca），將其應用於科技大學企管系大二之基礎統計教學。研究結果包括：（1）學生對「APS教學法」及「統計學習態度（SATS-36）」之認同程度雖均大於4分（李克七尺度），然此同意程度並未對其「學習成效」產生影響；由此可見，學生雖一定程度認同APS教學法，並且也建立了對統計學習較正確的態度，但並未真正內化為其能力與素養，仍僅是學在「當下－課堂上」而已。（2）APS教學法之「口說發表（Pres）」，對於「統計學習態度（SATS-36）」具顯著正向影響；由此可見，應擴大及強化口說發表的教學應用。（3）APS教學法之「問題提問（Ask）」，無法對「統計學習態度（SATS-36）」產生正向影響；因此教師應強化問題的設計，並盡可能融入與管理實務相關問題，以提升學生學習態度並達到統計素養的培養。（4）APS教學法之「同儕鷹架（Sca）」，因適逢108-2學期疫情影響，上課期間盡可能減少學生間過度近距離互動，大量減少課堂上的分組討論，以致無法對「統計學習態度（SATS-36）」產生正向影響。

關鍵字

口說發表 ； 同儕鷹架 ； 提問策略 ； 統計學習態度

並列摘要

Amending from the teaching methodology of MAPS, originally designed by Teacher Wang, this project applied the APS teaching to elementary statistics teaching for sophomore students at department of business administration in one university of science and technology. APS is composed of (1) Asking questions, (2) Presentation, (3) Scaffolding instruction. With statistical analysis, some conclusions are induced as follows. (1) The students agree with the APS teaching and SATS-36 (survey of attitude toward statistics-36) as high as the 4th level in term of Likert 7 scales. However, such a high agreement does not lead to promoting the learning effect of students. (2) In APS, the technique of ＂presentation＂ significantly and positively affects SATS-36. This means the teaching should be enhanced more by the application of presentation. (3) In APS, ＂asking questions＂ does not impose effects on SATS-36. This may hint that the teacher should pay more effort to the designed questions, especially linked with management practices. (4) In APS, ＂scaffolding instruction＂ also cannot make positive influence on SATS-36. This may result from the cancellation of group discussion, limited by the social regulations of COVID-19. As the saying of Teacher Wang, the goal of teaching students is to ＂learn how＂, not just to ＂learn what＂. In the era of rapidly changing value, we can conclude that there is no end to progress for teachers in learning how to teach.

並列關鍵字

Presentation ； Scaffolding instruction ； Asking question ； Attitudes toward statistics