融入UbD設計架構與成果導向教育理論於課程教學成效之研究

Combining the Understanding by Design and Outcome-Based Education Theories to Improve Student Learning Performance

黃燕萍(Yan-Ping Huang)

《大學教學實務與研究學刊》 2卷1期 (2018/06) Pp. 1-24

https://doi.org/10.6870/JTPRHE.201806_2(1).0001

摘要

過去強調做中學的教學成效演變成現在適性揚才的時代，強調學生學用合一的教學成效，學習成果重點已經從課業分數，轉向學生學習歷程與擁有的就業職能。如何讓學生有學用合一的學習成效，因此本研究利用重視學生理解的課程設計架構與成果導向學習理論，形成理解設計課程品質成果導向（understanding by design and outcome-based education, UDOBE）學習理論進行課程教材設計，讓學生有基礎概念與達成職能品質目標，搭配實作設計個案探討，採用多元評分方式。研究結果顯示，透過UDOBE學習理論進行學習，有助於學生學習成效，讓學生具備良好的就業職能。

關鍵字

成果導向教育理論 ； 理解設計理論 ； 創新教學

並列摘要

Traditional ＂practical learning＂ pedagogy has led to an outcome-based model in an era that focuses on ＂teaching in accordance with students' aptitude.＂ The emphasis has shifted from classroom scores to students' learning process and practical capabilities. Therefore, this paper proposes a combination of understanding by design (UbD) and outcome-based education theory (known collectively as UDOBE theory). This study developed a computer game design course to evaluate the validity of the theory. The course was designed using the UDOBE framework, which provides information regarding basic concepts, and the course consists of case studies on game design, hands-on exercises, game project development, and thorough demonstration. Students' performance was evaluated using multiple grading systems. Using the UDOBE framework and multiple grading systems significantly increased students' outcome-based learning performance and facilitated their acquisition of practical skills.

並列關鍵字

outcome-based education ； understanding by design ； innovative teaching

參考文獻

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