教學策略對於大學生學習影響之研究

當今如何提升大學校院的教學品質，提高學生的學習動機，成為目前大學教育中迫切需要突破的課題。教學法是這十二年來最重視的學習方法，但如何讓教學法有效的提升學生的學習成就，本篇論文將運用教學法中的PBL教學法及分流教學法介入教學課程中，將有助於學生有效的學習及獲取知識，並在此教學環境下，再探討學習成就有進步學生的人格特質及學習風格。而研究結果發現：適合PBL教學法及分流教學法的人格特質都屬於在個人適應、社會適應與情緒失調皆不顯著的；適合PBL教學法及分流教學法的學習風格屬於視覺型。故上述論點將可以提供教師在PBL教學法及分流教學法運用之參考。

關鍵字

問題引導教學法、分流教學法、學習風格、人格特質

並列摘要

Presently speaking, improving teaching quality as well as increasing students’ learning motivation are the most pressing issues to be dealt with in college education. Teaching method is considered crucial in the recent twelve years. This essay looks into how teaching methods can facilitate students’ learning achievements via the application of Problem Based Learning (PBL) and divergent teaching method. Under such learning environment, students learn and acquire knowledge with better efficiency and performance. Furthermore, the characteristics and learning style of the students with apparent progression are under discussion. The research finding indicates that the characteristics of students who adapt to PBL and divergent learning style are visual type learners who are less likely to have difficulties in personal adjustment, social adjustment and emotional control. As a result, this argument serves as a reference for teachers when applying PBL and divergent teaching method in a classroom.

並列關鍵字

Problem-Based Learning, divergent teaching method, Learning Styles, Personality

參考文獻

24. 賴志旻(2013)。於PBL教學環境中學習風格與人格特質對於學生學習影響之研究。中原大學工業與系統工程系碩士論文。

28. 楊坤原、張賴妙理 (2005)。問題本位學習的理論基礎與教學歷程。中原學報，33(2)，215-235。

3. Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 68, 3-12

7. Hulleman, C. S., Durik, A. M., Schweigert, S. A. & Harackiewicz,J. M. (2008). Task values, achievement goals, and interest: Anintegrative analysis. Journal of Educational Psychology, 100(2), 398-416.

8. Irvine, J. J., & York, D. E. (1995). Learning style and culturally diverse students:

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教學策略對於大學生學習影響之研究

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