「問題本位學習」教學模式對高職學生之合作學習與批判思考歷程與成效的影響

The impact of the problem-based learning teaching model on the process and performance of the cooperative learning and critical thinking of vocational students

陳銘偉(Ming-Wei Chen)

指導教授 ： 楊坤原

中原大學/人文與教育學院/教育研究所/碩士(2004年)

https://doi.org/10.6840/cycu200400406

摘要

本研究主要的目的首先將設計高職一年級學生適用之「問題本位學習」教學模式與高一學生上學期計算機概論課程為主的教材內容，同時根據此教學模式，運用網際網路設計「問題本位網際網路學習系統」(problem-based internet learning system, PBILS)，探討「問題本位學習」教學模式下小組合作學習與學生個人批判思考的歷程與成效，然後根據研究結果提出建議與改進方針，做為其他教育學者之參考。
為達上述目的，本研究採用個案研究法，以直接觀察、問卷調查以及半結構式的晤談進行資料蒐集。本研究以桃園縣南區某一所私立高職資訊科一年級學生為研究對象，並且依該班九十二年國民中學學生基本學力測驗之分數為依據使用S型分組將研究對象分成8個異質性學習小組，在學習過程中使用「問題本位學習」教學模式與教學流程並輔以「問題本位網際網路學習系統」收集學生在三個月中參與學習活動的記錄，最後利用「合作學習評分指標」與「批判思考評分指標」對學生之小組對話記錄與個人筆記記錄進行分析，進一步探討小組合作學習與學生個人批判思考的歷程與成效。
在歷經3個月的教學時間，本研究最後取其中3組做為實驗結果的呈現，分別以Tm-a、Tm-b與Tm-c組表示，而Tm-a組的成員則以Tm-a-1、Tm-a-2‧‧‧表示，依此類推。本研究的結論如下：

一、Tm-a組屬於同儕指導式學習類型，同儕指導者能主動提供豐富的電腦知識與經驗，學生合作行為的類型傾向於小組成員能分享經驗或資訊的編碼類型，而參與小組討論的人數只限定某些人。
二、Tm-b組屬於依賴式學習類型，其形成之原因為參與討論的人數沒有過半數、小組內由特定學生一人肩負起整個小組報告的製作及不負責任的小組成員。小組合作行為的類型傾向小組成員能分享經驗或資訊的編碼類型，同Tm-a組。
三、Tm-c組屬於分工導向式學習類型，其形成原因為參與討論的人數逐漸增加、小組討論時能迅速達成共識、分工機制確實與小組成員能自願承擔額外的任務。小組合作行為的類型傾向小組成員能分享經驗或資訊的編碼類型，同Tm-a與Tm-b組。
四、Tm-a組的小組合作學習分數從第一學習單元至第三學習單元呈現下降的趨勢，而參與人數也逐漸下降，因此，若參與小組討論的人數過少，將導致合作學習的行為次數降低，因而影響小組學習成效。
五、Tm-b組的小組合作學習分數從第一學習單元至第三學習單元皆為70分，每次參與人數皆為3人。
六、Tm-c組的小組合作學習分數逐漸增加，顯示分工導向式學習類型有助於提高小組合作學習的成效。
七、每次參與填寫個人筆記的學生其批判思考的歷程呈現正向的轉變，例如學生在進行批判思考所找到的證據逐漸增加。
八、每次參與填寫個人筆記的學生其批判思考分數逐漸升高，顯示「問題本位學習」教學模式有助於提升學生批判思考的成效。

關鍵字

批判思考 ； 高職 ； 「問題本位學習」 ； 教學模式 ； 合作學習

並列摘要

The object of this study is to design a problem-based learning teaching model which is adaptable to first-year vocational students, including design the teaching material which is made of computer science course. According to this teaching model, this study also uses the internet to establish the problem-based internet learning system (PBILS) to discuss the process and performance of team cooperative learing and individual critical thinking. And then, based on the results, this study will provide the suggestion and improvement in order to be the reference to other educators and researchers.
In order to meet that subject, this study applies the case-study method, questionnaire, and semi-structured interview to collect the experimental data. The sample of this study is a first-year computer science class of a private vocational school in southern area of Taoyuan, Taiwan. According to the scores of the basic Competence Test for Junior High School Students in 2003, the sample is divided into eight heterogenous team by using S-type grouping. In the process of this study, it uses problem-based learning teaching model, teaching process, and the PBILS to collect the experimental data in three months. Finally, the study adapts the “cooperation rubric” and the “critical thinking rubric” to analyze the teams’ discussion records and the individual notes to discuss the process and the performance of the objects of this study.
After three months teaching time, this study chooses the three teams of the sample as the presentation of the experimental results. The chosen teams are shown as Tm-a, Tm-b and Tm-c Team, and the members of the Tm-a Team are shown as Tm-a-1, Tm-a-2, etc al. The main conclusions of this study are as followings：
1.Tm-a team belongs to the peer-tutor learning type. peer-tutor can actively provide rich knowledge like computer sense and experience. The results show the cooperative behavior type of the students have tendency to the members of the team can share the experience or information. And, the amount of the students attend the team discussion limits in some ones.
2.Tm-b team belongs to the depended learning type, and the reasons why it forms are the amount of the students attend the team discussion isn’t over half, someone gets the responsibility for all the task of the final report, and the irresponsible members. The results show the cooperative behavior type of the students have tendency to the team members can share the experience or information, it’s the same as Tm-a Team.
3.Tm-c team belongs to the cooperation-oriented learning type, and the reasons why it forms are the amount of the students increases gradually, the mechanism of the cooperation is clear and confirm, and the Tm-c members can afford the additional task in volunteer. The results show the cooperative behavior type of the students have tendency to the team members can share the experience or information, it’s the same as Tm-a and Tm-b Team.
4.The scores of the Tm-a team cooperative learning are decreasing gradually, and the amount of the student attend the team discussion also decreases gradually. Therefore, if the amount of the students attend the team discussion is few, it will make the amount of the cooperative learning behavior decrease, and then it will do impacts to the effect of the team learning.
5.The scores of the Tm-b team cooperative learning are all 70, and the amount of the students attend the team discussion is three every time.
6.The scores of the Tm-c team cooperative learning are increasing gradually, and the amount of the student attend the team discussion also increases gradually. It shows that the cooperation-oriented learning type is helpful to raise up the effect of the team cooperative learning.
7.The evidence shows that it has a positive change in the process of the students’ critical thinking. For example, the evidences are provided by students increase gradually during critical thinking period.
8.The critical thinking scores of the students are increasing gradually, it shows that problem-based learning teaching model is useful to the effect of the critical thinking for students.

並列關鍵字

problem-based learning ； cooperative learning ； teaching model

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