問題導向學習對高職電子資訊科電子學課程之學習成效研究

A Study On Learning Effectiveness for Problem-based Learning to Electronics Course in Department of Computer & Electronics of Vocational High Schools

郭哲宇

指導教授 ： 馮丹白

國立臺灣師範大學/科技學院/工業教育學系/碩士(2010年)

摘要

問題導向學習(Problem-based learning，簡稱PBL)是一種突破傳統的教育策略，其要旨是向同學提出一些真實的、有意義的問題敘述，並提供資源與指引，引導同學自己尋求解決問題的方法，並判斷各種解決辦法是否有足夠理據。以合作學習的方式，讓學生積極參與學習，在學習中找到彼此認同的目標。小組學習活動讓學生互相合作，以提升每位成員的學習效果。
本研究旨在探討問題導向學習及傳統教學，對高職電子學專業科目學習
成就、學習態度的差異情形及問題導向教學策略的學後看法。由研究結果與
發現，提出具體的建議，以供高職電子資訊科實施電子學課程教學之參考。
研究選取臺北市私立滬江高級中學電子資訊科二年級信班學生95人為研究對象，分為兩組，其中控制組資訊二信50人、實驗組電子二信45人，實施為期八週24小時的實驗教學。在實驗教學前一週先行實施前測，主要針對教學實驗的學生進行專業基礎能力量表測驗，經統計分析，瞭解兩組學生到二年級學習電子學的起點行為或開始學習的程度是否有顯著差異。
研究採用敘述統計、獨立樣本t考驗、單因子共變數分析(ANCOVA)等方法進行統計考驗。茲將本研究所獲得的結論敘述如下：
壹、在電子學學習成效的表現上，採問題導向教學策略顯著優於傳統講述教學法。
貳、學生接受問題導向學習教學後，其問題解決態度比教學前更趨於正向。
參、採問題導向教學策略學生肯定電子學課程及教師教學效能。
肆、採問題導向教學策略學生對於問題導向教學策略表示肯定。
伍、學生對問題導向學習課程的回饋意見表示肯定。

本研究針對問題導向學習之基本內涵，並研究如何將問題導向的學習應用於工科教育的教學上。最後就教學研究發現及後續研究兩方面，提出建議，以供日後相關課程之參考。

關鍵字

問題導向學習 ； 問題解決態度 ； 學習成效 ； 電子學

並列摘要

Problem-based learning is a breakthrough in traditional educational strategies, the message is to the students some real, meaningful description of the problem and provide resources and guidance, guide students to find their own solutions, and determine whether the solutions have sufficient justification.
cooperative learning approach, students are actively involved in learning, the learning objectives found in each other's identity . Group learning activities, students work together to enhance each member 's learning.
The purpose of this study was to investigate the learning effectiveness of "Electronics" Lab with Problem-based teaching strategy for vocational senior high school students in Division of Electronic Information.At last, we make suggestions in parts of teaching and research based on analysis of reference papers, research results for research in the future.
The study took both a class A class and B class, total of ninety-five, Electronics from HU-JIANG High School as study targets. There are 45 students in control group and 50 students in experimental group. The experimental teaching was conducted for a period of 24 hours in 8 weeks, 3 hours per week. A pretest of professional ability analysis and problem solving ability was conducted to all subjects before doing the experimental teaching.
The research adopted number of frequency distribution, independent sample t test, One-way ANOVA, and testing Hypothesis. The findings and suggestions based on this research are listed as follows:
1.In the performance of effectiveness of learning electronics, the problem-based
strategy is significantly superior to traditional didactic instruction.
2.Student`s problem-solving attitude is more positive after receiving
problem-based learning teaching.
3.After adopting Problem-based teaching strategy, student have positive attitude
toward programme of electronics and teacher’s teaching effectiveness.
4.After adopting problem-based teaching strategy, student have positive attitude
toward problem-based teaching strategy.
5.Student’s feedback toward problem-based learning programme..
The research basic content of problem-based learning, and how to problem-based learning applied to the teaching of engineering education.At last, we make suggestions in parts of teaching and research based on analysis of reference papers, research results for research in the future.

並列關鍵字

Problem-based Learning ； Problem-solving attitude ； problem-oriented teaching strategy ； Electronics

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