基於問題導向課程活動之合作學習研究

Cooperative Learning in Problem-Based Curriculum Structure

蔣世寶(Shyh-Bao Chiang)

《中科大學報》 8卷2期 (2021/12) Pp. 53-78

https://doi.org/10.6902/JNTUST.202112_8(2).0003

摘要

本研究主要探討班級組織，基於問題導向課程活動運作下，學生在合作學習自我成效的評估。研究對象為中部某國立科大，視覺傳達設計系碩士班研究生，根據班級組織型態形成年級、分工類別與身分角色三項名義變項。規劃、施行在《專題研討》必修課程的活動，會後透過「合作學習評估」問卷，取得成員對於合作學習自我評估資料。以3組二因子重複量數混合變異數分析，進行統計假設、考驗。結果發現，「不同年級」變項在合作學習評估因子的構面產生顯著差異；「分工組織」方面，經考驗發現並無交互作用；而「身分角色」變項部分，幹部或組員，在合作學習評估因素出現顯著差異。從參與成員評價較高的構面認為，應設身處地為別人設想，讓群體合作氛圍更為融洽；但在自我評估最差構面則在於團隊管理效益。整理發現，全體成員的肯定評價是較多且明顯的，這呼應學生成熟、具備經驗的身心理狀態，反應在問題導向環境，各項回饋傾向於正向的。本研究透過調查初步掌握學生態度趨向，可做為後續探討的基礎。

關鍵字

問題導向學習 ； 課程活動 ； 合作學習 ； 班級組織 ； 專題研討

並列摘要

This study focused on students' self-evaluation on learning outcomes after the problem-based cooperative learning program in class organizations. The research subjects were the first-year and second-year graduate students in the master's program in the Visual Communication Design Department of a national university of science and technology in central Taiwan. There were three nominal variables, namely, year level, division organization, and identity and role, according to the class organization pattern. The activities in the compulsory course of seminar are planned and implemented. The data of members' self-evaluation on cooperative learning were obtained through the ＂cooperative learning evaluation＂ questionnaire. Three sets of two-way repeated-measures mixed-design ANOVA were used to test statistical hypothesis. According to the statistical results, the variable of ＂different year levels＂ has no interaction in cooperative learning evaluation, but has significant differences in cooperative learning evaluation factors. In terms of ＂class grouping＂, the test shows that there is no interaction. In terms of ＂identity and role＂, there are significant differences in cooperative learning evaluation factors. Based on the great evaluation of participants, it is suggested that students shall walk others' shoes to make the atmosphere of teamwork more harmonious; but team management benefit has the lowest self-evaluation. In addition, senior students have significantly positive evaluation to the group, which echoes the fact that students are physically and mentally mature and experienced and reflects the positive feedback in the problem-oriented environment. Through the investigation, in the problem-oriented curriculum structure, it is initially understanding in this study that the overall evaluation from the students in the master's program on the activities they jointly carry out will serve as the basis for further exploration.

並列關鍵字

problem-based learning ； curriculum design ； cooperative learning ； class organization ； seminar

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