本研究旨在探討以ADDIE教學設計模式融入專題導向學習對大學生的問題解決能力與自我導向學習傾向之影響,了解實驗組學生在實施ADDIE專題式學習後上述二項能力的實際表現。本研究選取台北市某大學法律系三年級兩個班的學生為樣本,隨機將一班作為實驗組,該班實施ADDIE專題式學習;另一班則為控制組,該班接受講述為主的一般傳統教學。由兩組學生在「問題解決創造力測驗」與「自我導向學習傾向量表」前測的統計分析顯示:兩班學生之前測成績無顯著差異。於確認其起始能力相同後,進行為期六週的教學實驗,再對實驗組與控制組學生進行後測,以瞭解ADDIE專題式學習對大學生問題解決能力及自我導向學習傾向之影響。 其研究結果分述如下: 一、經過六週的教學實驗後,實驗組學生較控制組學生在問題解決能力上有顯著的提升。 二、經過六週的教學實驗後,實驗組學生較控制組學生在自我導向學習傾向上有顯著的提升。
This study was aimed to explore the effect of integrating ADDIE model into project-based learning on problem solving ability and self-directed learning readiness of undergraduates. The purpose was to investigate the realistic performance on problem solving ability and self-directed learning readiness of the experimental group after implementing ADDIE model. The participants of this study were two classes of junior students who majored in law at Taipei city. One class was randomly chosen to be experimental group implementing ADDIE model, and the other class was control group implementing traditional lecture-based teaching. The pretests of development and investigation of the problem solving creativity test and self-directed learning readiness scale test indicating that there was no significant difference between experimental group and control group. After confirming two classes with equivalent abilities, researcher conducted experimental teaching for 6 weeks. According to the posttests, there were significant differences between the experimental group students and control groups students in these two tests. These findings suggested that ADDIE project-based learning promoted the problem solving ability and self-directed learning readiness.
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