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系統識別號 U0002-2206201813513700
中文論文名稱 自導向學習的學習模式及其成效之研究
英文論文名稱 Learning Models for Inspiring Self-directed Learning and Their Effects
校院名稱 淡江大學
系所名稱(中) 教育領導與科技管理博士班
系所名稱(英) Doctoral Program of Educational Leadership and Technology Management, College of Education
學年度 106
學期 2
出版年 107
研究生中文姓名 林彥伶
研究生英文姓名 Yen-Ling Lin
學號 802760016
學位類別 博士
語文別 中文
口試日期 2018-06-01
論文頁數 64頁
口試委員 指導教授-張鈿富
委員-吳柏林
委員-張奕華
委員-陳瑞貴
委員-黃儒傑
中文關鍵字 自導向學習  協同學習模式  體驗式學習模式  高等教育  創新教學 
英文關鍵字 self-directed learning  collaborative learning  experimental learning  higher education  teaching innovation 
學科別分類
中文摘要 傳統的講述教學法已經有許多文獻探討其缺點,國內外許多學校相繼推廣創新教學方法。然而創新教學的學習模式究竟能帶來多少的學習成效,不論在研究對象上、研究方法上、以及研究設計上,都需要更多的驗證,才能顯現創新教學的價值。因此本研究以教學場域實地實施的方式進行了協同學習模式與體驗式學習模式的學習成效評估,並在實施前後分別施以自導向學習評量以及測驗,以做為評估成效的衡量。本研究的實證結果顯示: 有實施創新教學模式的班級相對於未實施創新教學的班級學生會有較高的自導向學習的傾向,而自導向學習的傾向將會進一步影響學生的學習成效。在基礎課程經濟學的部分,實施協同學習模式之後,能夠引發學生有較高的興趣與積極學習態度,而此態度正是影響學習成效的重要原因之一;在專業選修課程的部分,體驗式學習能顯著提升學習興趣與積極程度,且女性的成績的進步相對顯著於男性學生,在創新教學模式施測之後也有相對積極的自導向學習傾向。
英文摘要 Many literatures discussed the problems of traditional lecture, therefore more and more educational institutions are promoting kinds of innovative teaching models. However, how great about the learning outcomes can be brought by teaching innovations, it still needs more investigations on different courses to evaluate. In this paper, the effectiveness of the collaborative learning model and experiential learning model is evaluated from the real teaching field implementations in a business college, and self-directed learning assessments are applied before and after the implementation. The empirical results in this paper show that classes which had implemented innovative teaching models tend to have higher self-directed learning tendencies than those who had not implemented innovative teaching, and the tendency to self-directed learning had also found to further affect students’ learning outcomes. In the business college freshmen’s Economics course, after the implementation of the collaborative learning model, students displayed higher interest and active learning attitudes, which are critical factors to affect the effectiveness of learning. In addition, for a professional elective course in business college, experiential learning can also significantly increase learning interest and activeness, especially for female students’ performance.
論文目次 第一章 緒論 1
第一節 研究動機 3
第二節 研究規劃與假設驗證 6
第三節 研究的重要性 7
第四節 研究限制 7
第五節 章節架構 7
第二章 文獻回顧 9
第一節 協同學習模式的相關研究 9
第二節 體驗式學習模式的相關文獻 12
第三節 自導向學習的相關文獻 14
第三章 研究方法 17
第一節 教學設計 18
壹、協同學習模式的教學設計 19
貳、體驗式學習模式的教學設計 21
第二節 評量方式 23
壹、自導向學習傾向的評量 23
貳、學習成績的評量 28
叁、迴歸分析規劃 28
第四章 實證結果 30
第一節 協同學習模式的估計結果 30
第二節 體驗式學習的估計結果 40
第五章 結論與建議 53
第一節 結論 53
第二節 建議與討論 54
參考文獻 58
一、中文部分 58
二、英文部分 58
附錄一: 自導向學習傾向評量表 63

圖 1: 台灣高等教育學校數量 2
圖 2: 本研究章節流程 8
圖 3: 形成自導向學習與學習成效的三個要素與過程架構 16
圖 4: 啟發學生自導向學習之學習模式架構 17
圖 5: 線上教材參考畫面 19
圖 6: 協同學習模式教學實施架構 20
圖 7: 體驗式學習與問題導向學習模式實驗架構 22
圖 8: 本研究自導向學習的四個向度 25
圖 9: 「協同學習」模式的上課情況 31
圖 10: 「體驗式學習」模式的上課情況1 41
圖 11: 「體驗式學習」模式的上課情況2 41
圖 12: 「體驗式學習」模式的上課情況3 43
圖 13: 「體驗式學習」模式的上課情況4 44

表 1: 因素分析摘要 24
表 2: 樣本的敘述統計量 34
表 3: 自導向學習傾向與學習成效的性別差異 35
表 4: 自導向學習傾向與學習成效的系別差異 36
表 5: 自導向學習傾向與學習成效的籍別差異 37
表 6: DD 模型的估計結果―與平均值的比較 38
表 7: 學習成效的預測結果 39
表 8: 樣本的敘述統計量 47
表 9: 自導向學習傾向與學習成效的性別差異 49
表 10: DD 模型的估計結果 52
參考文獻 參考文獻

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鄧運林(1995)。成人教學與自我導向學習。台北市:五南圖書。
鄧運林(2000)。開放學習與自導向學習。隔空教育論叢, 12, 25-46。
教育部統計處(2017)。教育統計查詢網。取自https://stats.moe.gov.tw/default.aspx 。



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