從社會關懷教育與傳統課堂之對比分析教學質量：以教學多元化的財政學課

隨著教育的演變與改革，現代教學的課程的進行模式具有多樣性。但是在高等教育方面，大部分時間接受實體教學的學生是否適應多元化的教學內容依然是一個值得我們探討的議題。以社會關懷為主導的教學模式是否值得提倡與推行，特別是與公共議題具有相關契合度的公共財政學課堂。教育與社會關懷相結合之下，學生是否能夠接受，其公民意識又是否得到提升。以社會關懷的角度去學習財政學，對學生來說又是一種什麼樣的體驗。財政學，是否適合有別於以往的實體教學方式進行。因此本研究以教學多元化的財政課堂案例，並以問卷形式對學生在不同教學模式之學習反饋進行資訊收集，觀測並用多元迴歸分析探討學生在不同教育環境（或方法）下的學生個人綜合水平有何不同，得出不同教育模式下學生的學習情況之結果，並對日後大學之教學模式提出意見。

關鍵字

社會關懷；社會關懷教育；財政學；高等教育

並列摘要

With the evolution and reform of education, the curriculum of modern teaching is diverse. But in higher education, whether students who spend most of their time in entity teaching adapt to diverse teaching content is still a topic worthy of our discussion. Whether the teaching model dominated by social care is worthy of promotion and implementation, especially in the public finance classroom, which is relevant to public issues. With the combination of education and social care, whether students can accept and whether their civic consciousness is promoted. To study finance from the perspective of social care is a kind of experience for students. Whether finance is appropriate and different from the previous substantive teaching methods. Therefore, this study uses the financial classroom case of teaching diversification, and collects information on the learning feedback of students in different teaching modes in the form of questionnaires, observes and uses multi-regression analysis to explore the differences of students' individual comprehensive water level under different educational environments (or methods), obtains the results of students' learning situation in different educational modes, and gives opinions on the teaching mode of universities in the future.