學習風格、課堂分組與學習成效關聯之研究-以作業研究為例

The Association between Learning Styles, Classroom Grouping and Learning Effectiveness-A Case of Operations Research

周海臻(HAI-CHEN CHOU)

指導教授 ： 楊康宏

中原大學/電機資訊學院/工業與系統工程學系/碩士(2022年)

https://doi.org/10.6840/cycu202201357

摘要

摘要
過往在教學者的教學目標和策略中，在課堂中進行分組這樣的教學方式能在許多的情況下幫助學生提升學習能力，分組模式的不同將有可能影響學習者在學習中的效果，而這些小組中也會呈現出各自不一樣學習風格與互動模式，小組內部彼此的信任，一舉一動都將會影響著最後的課堂成績與學習成效。
因此本研究將實際的在作業研究這門課堂上利用Fuzzy-C-means這種分群方法，通過學習風格量表做為課前分組數據，接著使用團隊信任測量表得到學習者的信任度量分數，再在每次的小組活動中通過觀察和直接的訪問取得資料，以及組員互評中的量化分數，目標從小組內大量的資料中研究分析並且找出可以參考數值與結論，期盼能夠根據實驗結果以幫助我們提升教學者與學習者雙方的教學方式以及學習效果。

關鍵字

學習風格 ； 分群方法 ； 團隊信任 ； 資料分析

並列摘要

Abstract
In the teaching goals and strategies of teachers in the past, the teaching method of grouping in the classroom can help students improve their learning ability in many cases. Different grouping modes may affect the learning effect of learners. Different learning styles and interaction modes will also be presented in the group. The mutual trust within the group and every move will affect the final results and results.
Therefore, this study will actually use the Fuzzy-C-means grouping method in the class of homework research, use the learning style scale as the pre-class grouping data, and then use the team trust measurement table to obtain the learner's trust measure, and then use the learning style scale as the pre-class group data. In each group activity, data is obtained through observation and direct interviews, as well as quantitative scores in the mutual evaluation of group members. The goal is to study and analyze a large number of data in the group and find out the reference values and conclusions, and hope to be able to follow the experimental results. To help us improve the teaching methods and learning effects of both teachers and learners.

並列關鍵字

Learning style ； grouping method ； team trust ； data analysis

參考文獻

參考文獻

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