教學環境與教學法對學習成效之影響

The Influence of Learning Space and Pedagogy on Learning Effectiveness

陳美迪(Mei-Di Chen)

指導教授 ： 謝尚賢

國立臺灣大學/工學院/土木工程學研究所/碩士(2009年)

https://doi.org/10.6342/NTU.2009.10300

摘要

目前國內高等教育發展係以建構主義為主要發展趨向，但在相關教育研究上，多是聚焦於教學方法之設計研究，反觀實際教學情形卻常需整合課程特性、教學法、教學環境…等多面向因素考量，才能幫助學習者產生正向學習效果。國外在教學環境上提出學生中心的主動學習環境，強調以充滿高度協同合作、做中學、資訊科技支援與學習互動的空間來增進學習者學習成效。教學法上又分為學生中心與教師中心取向。學習過程中學習互動是相當重要的影響因素，而學習成效又是學者極欲探討的問題。基於學習環境對於學習互動和學習成效的影響仍有待研究，本研究期望透過兩種不同的學習環境(傳統學習環境與學生中心主動學習環境)和兩種不同的教學法(教師中心教學法與學生中心教學法)，觀察學習者在學習互動與學習成效上的差異，並分析不同情形下其學習互動與學習成效之間的關係。研究方法以問卷為主和訪談為輔，在實驗完畢後蒐集學生互動、學習滿意度和學習成績的資料。
研究結果顯示：(一)在教學環境方面，學習者在學生中心主動學習環境中其與同儕和環境的互動性顯著高於傳統學習環境；學習者在學生中心主動學習環境中其人際關係與對環境的滿意度顯著優於傳統學習環境；但兩者在學業成績表現上則無明顯差異。(二)在教學法方面，學習者在學生中心教學法中其與同儕的互動性高於教師中心教學法：學習者在學生中心教學法中其同儕小組的學習滿意度高於教師中心教學法；學習者在學生中心教學法中的測驗成績高於教師中心教學法。(三) 在不同教學情形中，學習互動和學習滿意度間皆存在正相關，但學習互動對成績則無顯著相關。

關鍵字

學習環境 ； 教學法 ； 學生中心 ； 互動 ； 學習滿意度 ； 學習成效

並列摘要

At present, the development of higher education based on constructivism is the main developing trend. Most of the educational research focused on the design of teaching methods. However, in actual learning situation, we often need to integrate multi-faceted consideration, such as course characteristics, pedagogy and learning space to help learners achieve positive learning results. Learning spaces recently constructed by foreign researchers, are mainly student-centered learning environments that emphasized highly on collaboration, learning from doing, information technology support, and interactive learning space for enhancing the learning effectiveness. In addition, pedagogy can be divided into student-centered and teacher-centered. Besides, interaction is a vital factor on learning process and learning effectiveness is a question that all researchers are eager to answer. Because there are still more to still study on how the learning environment influences learning interaction and learning effectiveness, this study tries to observe the difference on both learning interaction and learning effectiveness between two kinds of learning space (traditional learning environment and the student-centered active learning environment) and between two pedagogies (teacher-centered pedagogy and student-centered pedagogy). Also the relationship between learning interaction and learning effectiveness is investigated in different situations. The research methods employed are questionnaires and interviews, which are collect the data related to interaction, learning satisfaction, and academic performance.
The results of this study are summarized as follows:
1. From the study on learning space, it is found that students’ interactions with peer students and environment in the student-centered learning environment are significantly higher than those in the traditional learning environment, and the students’ learning satisfaction in terms of interpersonal relationship and environment in the student-centered learning environment are significantly higher than those in the traditional learning environment. However no significant difference is observed on the students’ academic performance.
2. From the study on pedagogy, it is found that students’ interaction with peer students in the student-centered pedagogy are significantly higher than that in the teacher-centered pedagogy, and the students’ learning satisfaction with their learning group in the student-centered pedagogy is significantly higher than that in the teacher-centered pedagogy. In addition, the students’ average test score in the student-centered pedagogy is found to be significantly higher than that in the teacher-centered pedagogy.
3. From the study on different teaching situations, a positive correlation between interaction and learning satisfaction is found, but no correlation is found between interaction and test score.

並列關鍵字

Learning space ； Pedagogy ； Student-centered ； Learning interaction ； Learning satisfaction ； Learning effectiveness

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