以個案研究法介入高職餐旅群專題製作課程之行動研究

Action Study on Case Study Research Method Integrated into the Practical Project Course in Vocational High Schools of Hospitality and Tourism

蔡明哲(Ming-Che Tsai)

指導教授 ： 陳紫玲

國立高雄餐旅大學/餐旅學院/餐旅教育研究所/碩士(2014年)

https://doi.org/10.6825/NKUHT.2014.00002

摘要

本研究旨在了解學生對於產業實務個案研究法在專題製作上之學習成效。研究主要目的：一、探討高職餐旅群專題製作課程之現況；二、了解產業實務個案研究教學介入高職餐旅群學生專題製作課程行動方案後，學生對參與方案前後看法之差異；三、了解有無參與產業實務個案專題製作研習活動的學生其學習成效之差異；四、提出對專題製作課程融入個案研究法課程方案設計之建議；五、提供未來專題製作課程規劃或發展之建議。
　　為達上述研究目的，本研究採以單週期行動方案進行探究，針對參與本行動方案之策略聯盟七所學校進行調查。整體歷程由社群招募、方案課程設計、研習課程實施、成果發表以及資料分析與反思；利用半結構式問卷進行調查，針對整體行動歷程加以反思並提出對此方案設計之看法，待問卷分析後再以便利取樣方式在問卷受試者中選擇三位任課教師和三位實習教師進行個別訪談，以及在合作學校中選取三所學校，分別針對有參與及未參與研習活動之學生進行焦點團體訪談，以期能了解學生在專題製作學習成效上之改變及差異。
　　根據資料分析後獲得以下結論：在現況實施過程與遭遇困難方面包含：一、課程規劃時間不足；二、教師專業知能須持續進修；三、教師人力分配不均；四、教材資源缺乏實務性。在個案研究方法學習成效之結論：一、教師與實習教師專業教學知能有正面強化與增廣；二、學生有效掌握個案研究知識概念與實施步驟；三、參與研習後學生增加之能力為：（一）思考邏輯能力；（二）口頭報告能力；（三）寫作能力；（四）自我管理能力。整體行動方案之發現：一、可增加研究社群多元性；二、產業參訪提升整體學習效益為此方案最滿意之處；三、課程內容、研習時間及學生先備能力需進一步評估後調整；四、專題競賽活動為本方案最不滿意之處，其因素為（一）競賽時間太過緊湊；（二）競賽規則不明確；（三）未達學習交流目的；五、師生對行動方案設計與學習影響持正面肯定；六、行動方案設計與專題製作課程目標相互呼應。最後根據研究結論，提出相關專題製作課程規劃與未來教學實施之具體建議，以供未來課程規畫及後續研究參考。

關鍵字

餐旅 ； 專題製作課程 ； 個案研究法 ； 行動研究

並列摘要

This research was intended to understand the learning effectiveness of the case study method of industry – oriented on students’ practical project. The aims of the study are, 1) to discuss the current situations of practical project courses in vocational high schools of Hospitality and Tourism, 2) to understand case study research methods ( CSRM ) integrated into practical project course that students of vocational high schools of Hospitality and Tourism undertake, and to understand the differences in students’ point of views prior to and after their participation in the action plans, 3) to understand the differences in the learning effectiveness of those students who did and did not apply the ( CSRM ) in their practical project , 4) to give suggestions about applying ( CSRM ) into practical project course design, and to provide suggestions about the design and development of practical project course in the future.
In order to achieve the aforementioned aims, this research looks into an action plan over a period of time on seven schools which were in strategic alliances and had participated in this action plan. The overall procedure includes, research community recruitment, action plan design, workshop implementation, project presentation, data analysis, and project review and introspection. This study also includes semi-structured questionnaires, so that introspection and reviews on the overall action plan procedure can be carried out and therefore thoughts on the designing of action plans can be further given. Upon analysis on the questionnaires, the convenience sampling method was used, and three course teachers and three intern teachers were chosen to be interviewed with respectively. In addition, three schools in this study were chosen and focus group interviews were conducted on students from these three schools who did and did not participate in the workshop, the purpose of which was to understand the differences and changes in the learning effectiveness of practical projects.
Upon data analysis, the following conclusions were drawn – the current difficulties faced during the procedure of action plans include, 1) insufficient time of course planning, 2) a need for teachers to further acquire professional knowledge, 3) unbalanced allocation of teachers, and 4) impracticality of the teaching material. There were also conclusions drawn about the learning effectiveness of the case study method. Firstly, the teachers and the intern teachers have enhanced their professional knowledge. Secondly, students have effectively grasped the knowledge, concept, and procedure of the case study method. Thirdly, students have gained the capability after the workshop, including logical thinking, oral presentation skills, writing skills, and self-management. The findings about the overall action plan are as followed: firstly, the research community could have been more diverse. Secondly, company visits have helped increase students’ learning effectiveness, which is the most satisfying aspect of this action plan. Thirdly, the course content, time length of workshops, and preparation skills of students need to be reevaluated and modified. Fourthly, the project contest is the most dissatisfactory part of the action plan because of three reasons: 1) the contest was carried out under a very tight schedule; 2) the contest rules were unclear; 3) the goal of learning and exchanges was not achieved. Fifthly
, the teachers and students acknowledge the influence of action plan design on learning effectiveness. Sixthly, the goal of designing action plans met with that of the practical project course. Lastly, according to the conclusion of the research, this paper points out concrete suggestions about course planning of practical projects and the implementation of teaching in the future, to serve as reference to course design and follow up research in the future.

並列關鍵字

Hospitality ； Practical Project Course ； Case Study Research Method ； Action Study

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