自導向學習的學習模式及其成效之研究

傳統的講述教學法已經有許多文獻探討其缺點，國內外許多學校相繼推廣創新教學方法。然而創新教學的學習模式究竟能帶來多少的學習成效，不論在研究對象上、研究方法上、以及研究設計上，都需要更多的驗證，才能顯現創新教學的價值。因此本研究以教學場域實地實施的方式進行了協同學習模式與體驗式學習模式的學習成效評估，並在實施前後分別施以自導向學習評量以及測驗，以做為評估成效的衡量。本研究的實證結果顯示: 有實施創新教學模式的班級相對於未實施創新教學的班級學生會有較高的自導向學習的傾向，而自導向學習的傾向將會進一步影響學生的學習成效。在基礎課程經濟學的部分，實施協同學習模式之後，能夠引發學生有較高的興趣與積極學習態度，而此態度正是影響學習成效的重要原因之一；在專業選修課程的部分，體驗式學習能顯著提升學習興趣與積極程度，且女性的成績的進步相對顯著於男性學生，在創新教學模式施測之後也有相對積極的自導向學習傾向。

關鍵字

自導向學習；協同學習模式；體驗式學習模式；高等教育；創新教學

並列摘要

Many literatures discussed the problems of traditional lecture, therefore more and more educational institutions are promoting kinds of innovative teaching models. However, how great about the learning outcomes can be brought by teaching innovations, it still needs more investigations on different courses to evaluate. In this paper, the effectiveness of the collaborative learning model and experiential learning model is evaluated from the real teaching field implementations in a business college, and self-directed learning assessments are applied before and after the implementation. The empirical results in this paper show that classes which had implemented innovative teaching models tend to have higher self-directed learning tendencies than those who had not implemented innovative teaching, and the tendency to self-directed learning had also found to further affect students’ learning outcomes. In the business college freshmen’s Economics course, after the implementation of the collaborative learning model, students displayed higher interest and active learning attitudes, which are critical factors to affect the effectiveness of learning. In addition, for a professional elective course in business college, experiential learning can also significantly increase learning interest and activeness, especially for female students’ performance.