社會通識統整教學對提昇科大學生知識管理能力之成效研究

An Effective Study of Integrated Teaching with Social Liberality to Promote the Students-Abilities of Knowledge Management in an University of Technology

鄭金謀

《工業科技教育學刊》 3期 (2010/10) Pp. 41-51

https://doi.org/10.6306/JITE.2010.3.6

摘要

近年來技職校院為永續經營創新發展，乃著眼於開發學生知識管理能力，能整合所學知識資源，提高學習效率，並提昇競爭力。研究者任教科技大學社會通識選修課，為引發學生學習動機及提昇教學品質，試以社會學、婚姻與家庭等課程為例，透過相關文獻探討及專家諮詢等方法，確立統整教學創發學習相關的理論，諸如計畫行為理論、科技接受模式等。經由理論引導及諮詢專家意見，確立科技大學社會創發學習知識管理能力指標及量表，共計62題。略分為管理規範、管理態度、管理意圖、管理控制、管理行為等五個變項。由此建構社會通識創發學習知識管理能力之模式；同時測試學生社會通識創發學習知識管理能力。統整教學準實驗採所羅門四組前後測實驗設計，實驗組111人，控制組105人，合計216人，實驗組和控制組各有一組接受前測，實驗組採社會創發學習實驗處理，控制組則無。結果發現在前測方面，實驗組和控制組無顯著差異；在實驗處理方面，學習型小組擬題創作之社會創發學習對增進學生知識管理能力，無論管理規範、管理態度、管理意圖、管理控制、管理行為等變項均優於無創發學習之傳統教學。實驗達到所預期效果，而前測和實驗處理並無交互作用存在。結論及建議事項提供大學技術校院通識教學及產學合作提昇競爭力之參考。

關鍵字

社會通識 ； 創發學習 ； 知識管理能力 ； 模式建構 ； 統整教學

並列摘要

The knowledge management capabilities contributed to the promotion of the learning efficiency, integrating knowledge resources, and raising a competitiveness of university students. The researcher, a professor in an university of technology taught some elective course and the learning motivation and effectiveness of students should be enhanced. In an attempt to stimulate' learning interest and promote teaching quality, the researcher tried to use Sociology and Marriage & Family as the liberal curriculum, and began programming the teaching activity of learning team problem-posing creation to promote the knowledge management capabilities of students. This research focused on social liberal curriculum, through literature review and professional interview method to establish the related theories of learning team problem-posing creation, such as the theory of planned behavior and the model of innovative technology acceptance. And then we develop a scale which had 62 items and consisted of five variables: management norm, management attitude; management control, management intention and management behavior, and carried out an assessment of learning team problem-posing creation to promote the students' knowledge management capabilities. Concerning the experimental study of integrated teaching, the revised Solomon's design of nonequivalent pretest-posttest control group consisted of two experimental groups (111 participants) and two control groups (105 participants), and the total number of the participants was 216. One of the two experimental groups and two control groups accepted respectively the pretest, and the experimental groups accepted the integrated teaching experiment of social innovative learning and the control groups accepted non-experiment process. The result discovered that the experimental groups and the control groups showed no significant difference in the pretest. The students who received the integrated social innovative learning were superior to the students who did not receive the integrated social innovative learning, regardless of management norm, management attitude; management control, management intention and management behavior. And there was no interactional effect between pretest and experimental treatment, and it was precisely proved through the experimental treatment and achieved an anticipatory effect. Finally, conclusions and suggestions are presented to serve as references for the related colleges to establish cooperation with industries to promote competitiveness, carrying out the liberal integrated teaching to enhance the knowledge management capabilities of college students.

並列關鍵字

social liberality ； creative learning ； knowledge management capabilities ； model construction ； integrated teaching