創意思考工具與場域進入激發學習動機與成效運用於應用經濟碩士班課程之教學實踐研究

Abstract

觀察碩士班的教學現場產生的七種問題，將使經濟碩士生學習過程產生學用落差，經反思後，本計畫以翻轉為由下而上以學生為基礎與問題導向學習法，創意思考工具搭配業師發題，融入環境經濟教學與搭配AI，業師場域診斷與同理業師面臨困境，發想可行策略協助業師解決問題，業師與學生互評自評增進多元評量標準，以Rubric問卷與深度訪談收集意見，藉以研究分析創新課程是否可提高碩士班學生學習成效與動機。 研究結果發現，本計畫可提高學習動機與學習成效，期末較期初進步約23.33%，同學正面肯定此計畫可提升理論與實務結合能力，提升教學品質，期末較期初增加30%，並建議本課程可續辦。創意思考工具與業師發題解決等各種創新教學工具整合提高學習動機與學習成效的認同度，期末提高學生約35.45%。結果顯示本創新課程可解決上述碩士班教學現場問題。 學生意見顯示，創新教學法與業師發題之新型課程設計有助於提高學生結合理論與實務，教師可學習如何將理論內容搭配實作，可促成業師與師生合作解決在地環境問題，連結社區與大學，完成大學社會責任USR，是一種由下而上的USR與海洋環境問題解方，適合大學中研究所環境課程採用，成果可反饋給其他教師以創意工具與業師發題協助提高學習興趣與成效。

Observing the seven major problems generated by the teaching field of the graduate course which will generate education mismatch for graduate students. After self-reflection, this study uses the bottom-up approach, student-based and problem-based learning methods, creative thinking tools combined with the obstacles of industry practitioner by field survey, integrated with environmental economic teaching and the two AI tools, diagnose and empathize with the industry's difficulties, conceive feasible strategies to assist the industrial practitioner’s obstacles, incorporate industrial practitioner and mutual evaluation between students to enhance multiple evaluation standards, collect opinions through the Rubric questionnaires and in-depth interviews to investigate whether innovative courses can improve the learning effectiveness and motivation of graduate students. Results reveal that this study can improve learning motivation and learning effectiveness for students. The improvement after learning for full semester is about 23.33%. The students positively confirmed that the course can improve their ability about combining theory and practice, improve teaching quality in course by 30%. It is recommended that the creative and deeply-involved-of-industrial-practitioner type of this course can be continued. The integration and application of various innovative teaching tools have a significant impact on the recognition of learning motivation and effectiveness by 35.45%. Results reveal the kind of course can overcome the seven obstacles in teaching field of environmental economics course. Results reveal that the course is helpful for students to remove education mismatch. It is also helpful for teachers can learn how to provide integrated and combined content with theory and practical work, promote cooperation between industrial practitioner, solve local environmental problems, connect communities and universities, complete the university social responsibility, and provide feasible, empathetic and bottom-up solutions for marine environmental protection. Those creative methods are adequate for adopting in environmental courses of graduate programs. The results can provide references for teachers to assist in improving learning interest and effectiveness for graduate students with creative tools and deeply-involved industrial practitioners.