技術型高中商管群專題實作課程教師教學經驗之研究

本研究旨在瞭解技術型高中商管群專題實作課程教師教學經驗之看法、教學運作與成效、困境、教學經驗改變歷程、個人專業成長。本研究以高雄地區三位擁有專題實作教學經驗，且為該學校主任或教師所推薦之教學優良的商管群教師為研究對象。本研究採用半結構訪談法，以主題分析法進行資料分析。本研究主要結論如下：壹、教師認為專題實作課程能結合理論與實務，有助提升學生多元能力。貳、教師之多元的教學運作歷程一、學生能豐富學習歷程，加強實作能力，提升學習成就感為教學目標。二、使用學習單安排學習任務，抽象想法具體化。三、專題教師運用多元教學策略，驅使學生完成專題作品。四、拓展學生視野，依循研究架構教學，並適時調整教學內容。五、調整評分標準，運用多元評量方式激勵學生認真學習。參、專題實作課程的教學成效良好，而時間、能力不足為主要教學困境一、學生投入於專題並自信心大增且軟實力更厚實；再者師生互動融洽為教師專題教學之成效。二、教學經驗與授課時間不足、教師想法枯竭為專題教師面臨之困境。肆、教師在教學歷程中能開拓商業視野與提升教學知能最後，本研究根據上述研究結果，針對學校行政單位、專題實作教師以及未來研究方向提出建議。

關鍵字

商業與管理群；專題實作課程；教學經驗

並列摘要

This study aims to understand the teaching operation and effectiveness, challenges, the changing process of this teaching experience, and personal professional growth of teachers’ teaching experiences in the project-based practical course of commerce and management group in vocational senior high schools. This study took excellent teachers with experience in project-based practical courses recommended by the school deans or teachers of the three commerce and management groups in Kaohsiung as research subjects. This study adopted the semi-structured interview method and thematic analysis method for data analysis, and the main conclusions are as follows: 1. The teachers believed that the project-based practical course could combine theory with practice and help improve students’ various abilities. 2. Operation process of teachers’ diversified teaching (1) The teachers’ goals are to enrich students’ learning process, strengthen their practical abilities, and improve their sense of learning achievements. (2) Learning tasks were arranged in units to turn the abstract ideas into concrete operations. (3) Project-based practical course teachers used diversified teaching strategies to push students to finish their project-based works. (4) They expanded students’ horizons by teaching according to the research frame and adjusted the teaching contents accordingly. (5) The grading criteria were adjusted, and multiple assessment methods were used to encourage students to study hard. 3. The teaching effect of the project-based practical course was excellent, while the lack of time and ability was the main challenge in teaching. (1) Students devoted themselves to the projects and gained more confidence and soft power. Moreover, teachers and students interact harmoniously, which is also an effect of the project- based practical course. (2) The challenges of project-based practical course teachers were the lack of teaching experience, teaching time, and new ideas. 4. The teachers were able to broaden business horizons and promote pedagogical content knowledge. Finally, based on the above results, this study puts forward suggestions for school administrative units, project-based practical course teachers, and future research directions.