合作學習融入大學人力資源課程教學方法與學生學習成效之研究

傳統的課堂裡，總是老師在台上教，學生在台下拚命記筆記。今日，教學早已不再是單向的給予，而是透過更多元的教學與互動，提供多樣貌的學習方式。一樣的課不一樣的教法，兼顧不同學生需求，因材施教，學得更多、更快、更好。有鑑於此，本研究探討出研究之目的：一、老師使用之教學方法對學生學習成效的影響為何？二、學生的滿意程度為何？三、學生吸收到的知識、技能、態度與行為為何？四、學生在工作上的行為改善與增進為何？五、學生達成具體的自我成效為何？傳統的教育無法針對每個學生給予差異化的學習引導，未來的教育則要回歸到人的本質，幫助學生探索、找到自己與世界的連結。因此，本研究主要係以合作學習融入課程，再以Kirkpatrick四層次與課程歷史資料之分析，以探究研究結果，提出對課程的教學設計與實施之省思及未來的建議。關鍵詞：合作學習、教學方法、學習成效評鑑

關鍵字

合作學習；教學方法；學習成效評鑑

並列摘要

In traditional classrooms, teachers always teach, and students take notes down in the curriculum. Today, teaching is no longer one-way, but more diverse ways of learning through more diverse teaching and interaction! Different teaching methods for the same class, taking into account the needs of different students, teaching according to their aptitude, learn more, faster and better. In view of this, this study explores the purpose of the study: 1. What is the impact of the teaching methods used by teachers on students' learning effectiveness? 2. What is the degree of student satisfaction? 3. What knowledge, skills, attitudes, and behaviors did the students absorb? 4. What are the improvement and enhancement of students' behavior at work? 5. What are the specific self-efficacy achieved by the students? Traditional education cannot provide differentiated learning guidance for each student, it should return to the human nature to help students explore and find their connection with the world. Therefore, this research is mainly based on the integration of cooperative learning into the curriculum, and the analysis of Kirkpatrick's four levels and historical data to explore the results of the research and the reflections on teaching design and implementation. Finally, according to the research results, research suggestions are made. Keywords: cooperative learning, teaching method, training evaluation mode