教學設計導入體驗行銷關鍵成功因素之研究--以國小學童體驗種稻教學為例

A Study on Critical Success Factors for Instructional Design － A Case Study of Elementary-School Students' Experience in Rice-Growing Program

魏淑花(Shu-Hua Wei)

指導教授 ： 蔡碩倉博士

亞洲大學/管理學院/經營管理學系碩士在職專班/碩士(2011年)

摘要

近年來台灣的教育改革具有相當多樣性與整體性，尤其在課程改革與教學活動方面，不僅改變了課程設計模式，也使教學活動更生動活潑，尤其在教學變革中，強調多元、彈性、差異、注重生活實用性、及學生帶得走的能力等特色，因此「體驗教育」常被要求融入各教學領域之中。
目前出現了一種新興起的「商業領導」的教育模式，透過使學生成為積極的參與者而開啟市場的前景。焦點從提供者轉移到使用者，從教育者（老師）轉移到學習者（學生）。而政府相關部門，也積極架設起跨部會網絡，主動協助學校進行一系列的「體驗教育」活動。
本研究是以台灣地區國小階段曾經向行政院農委會農糧署申請「深度米食推廣教育－學童種稻體驗」計畫之學校為研究對象。藉由專家問卷方式，篩選出國小種稻教育導入體驗行銷之關鍵因素構面，並以「層級分析法」分析各因素之權重，進一步歸納出教學設計導入體驗行銷之成功因素。結果顯示，關鍵因素依序為「感官構面」、「情感構面」、「思考構面」、「行動構面」、「關聯構面」。
在「感官構面」得知，鼓勵在安排種稻活動時，可多利用新的方法與策略來刺激學習者的感官刺激。在「情感構面」得知，教師要鼓勵多學生親自參與，才能引發學生內在的正面情緒。在「思考構面」，學生的思考層面仍有限，教師需要不斷的介入與引導，學生才能作更進一步的思考。在「行動構面」，教師可多提供相關討論或腦力激盪，學生將會更願意身體力行。在「關聯構面」得知，學生可結合個人經驗，讓個人產生自我改進的渴望，對社會文化產生意義，建立學習者初步「社會化」的一個開端。

關鍵字

課程設計 ； 體驗行銷 ； 層級分析法

並列摘要

In recent years, Taiwan’s education reform has shown considerable diversity and integrity, especially in curriculum reform and teaching activities. It has both changed course design models and enlivened teaching and learning. With the emphasis on diversity, flexibility, difference, and real-life applicability, this reform has drastically changed teaching methods and has made “experiential education” the most important guideline in the diversified fields of education.
A new model of education drawn on “business leadership” has recently appeared. This model opens new market prospects by making students active participants, that is, by shifting the focus of education from providers to users, from educators (teachers) to learners (students). The relevant government departments also actively set up inter-ministerial networks to help schools carry out a series of “experiential education” activities.
The primary samples of this study are taken from those elementary schools which have taken part in Promoting Rice Consumption: Schoolchildren’s Experience of Growing Rice Project, sponsored by Agriculture and Food Agency, Council of Agriculture, Executive Yuan. By analyzing the information gathered by way of questionnaire, this study attempts to locate the major factors that have contributed to the success of the above-mentioned project. Furthermore, by employing Analytic Hierarchy Process, it also rates the importance of the key factors to the successful integration of marketing experience into instructional design. The results show that key factors are, in order of their importance, sensory dimensions, emotional dimensions, thinking dimensions, action dimensions, and relational dimensions.
About “sensory dimensions,” this study suggests that, in organizing rice-growing activities, new methods and strategies should be adopted to stimulate learners’ senses.
About “emotional dimensions,” this study shows that teachers should encourage students to personally participate in the activities in order to arouse their positive emotions.Concerning “thinking dimensions,” the scope and level of students’ thinking is much limited; therefore, they need teachers’ intervention and guidance in order to reach higher levels of thinking.Concerning “action dimensions,” teachers can provide more relevant discussions or brainstorming in order to motivate students to apply knowledge to practice.The “relational dimensions” involved in rice-growing activities can help students integrate their personal experiences into a whole, create a desire for self-improvement, assimilate the social and cultural framework of meaning, and go through the primary socialization process.

並列關鍵字

Curriculum design ； Experiential marketing ； Analytic Hierarchy Process

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