http://scholars.ntou.edu.tw/handle/123456789/23375 2026-04-14T13:25:33Z 2026-04-14T13:25:33Z 李篤華 http://scholars.ntou.edu.tw/handle/123456789/25926 2025-10-09T06:49:54Z 2024-09-01T00:00:00Z

標題: ARCS 動機模式下雙協作式問題與專題導向學習於「經濟學」課程革新教學實踐研究 作者: 李篤華 摘要: 本計畫以ARCS動機模式、依學習成效高低配改良式異質分組協作，雙協作式問題導向學習法設計貼近生活CPBL作業，設計思考與AI設計CPBL期末報告題目，經濟工具箱，互動式教學法、一分鐘論文，海洋教育演講與海洋經濟專章，傳統作業與期中考，提高學習興趣。 經期初與期末Rubric問卷與多種統計檢定發現，學生期末比期初，創新課程可統計顯著提升解決生活的經濟問題、可完成ARCS學習法之ARC部分（激發學習興趣（吸引力）、有價值（相關）、對學習有自信（信心）），努力程度提高、總體表現提高，勇於提出問題、會蒐集分析資料，延伸到自己的其他課程的積極度，認同翻轉評分與除CPBL外所有的創新教材教法，但亦喜歡傳統作業與傳統考試。期末時，多元性別、年級與高中領域在期末較無學習成效差異，在不同國籍與不同高中入學方式則多有顯著多元背景差異，而在學期間有打工學生之學習成效較高。 同學肯定可提升學習經濟學理論與生活實務結合能力，提升教學品質，變得有趣、肯定學生主導協作、亦喜歡傳統教學法，肯定Kahoot!與桌遊、評分權轉移到學生獲得好評，學生建議續辦，但CPBL作業過難，分組協作難避免free-rider問題。本創新課程可解決個人經濟學教學現場問題，輔導多元背景學生，適合導入大學經濟學課程採用。 Observing the major problems generated by the teaching field of the Economics course which will generate several education mismatch for students. After long-term self-reflection, this study uses the ARCS learning model, the modified Double Collaborative Problem-Based Learning (Double CPBL) to design economic assignments, and uses the design thinking tool and the AI (ChatGPT or Gemini) to support to determine the topic of the final report. Paired with the “Economic tool box”, students are grouped heterogeneously for collaborative learning, and interactive teaching methods, such as Kahoot!, economic board games, one-minute paper, one speech of marine education by professor Hsu, two lectures of ocean economics, and also traditional assignments and mid-term examination, to enhance learning interest and performance. Students are interviewed multiple times in a rolling manner to help adjust the teaching content and progress in real-time. The grading ratio of students and teaching assistants is increased by one-third, and care is given to students with diverse backgrounds to solve problems in the teaching environment. Opinions are collected through two Rubric questionnaires and end-of-term interviews to study whether this course can statistically significantly improve the motivation and effectiveness of learning economics under the diverse backgrounds of students. The results reveal that, from the beginning to the end of the term, the innovative course can statistically significantly improve learning motivations and outcomes, the ability to apply statistics to solve life problems of economics, the suitability of introducing innovative teaching methods in the course, and the overall learning performance and hard-working, raising questions, collecting and analyzing data, extend to other courses, accomplishing the ARC parts of the ARCS model, at the end of the term is significantly higher than at the beginning. In terms of diverse backgrounds, there is a statistically significant difference between nationalities and high school admission pathways. Students who work part-time tend to achieve better learning outcomes. Students affirm that this project can enhance the ability to combine economic theory with their real life, improve the quality of teaching, make learning interesting, increase participation, like Kahoot! but not CPBL assignments, hard to prevent free-rider members, and some students tend to learn by traditional teaching methods. The transfer of grading power to students and teaching assistants have been well received, and students suggest continuing the project is better. In summary, this innovative course can indeed solve problems in the field of economic teaching. The learning situation of students with diverse backgrounds can also be assisted and counseled through this research, making it suitable for adoption in university economic courses.

2024-09-01T00:00:00Z 盧華安 http://scholars.ntou.edu.tw/handle/123456789/25925 2025-10-09T19:00:28Z 2024-08-01T00:00:00Z

標題: 及時傳授對進階航運知識學習成效之影響 作者: 盧華安 摘要: 貨櫃定期航運是結合科技、管理、人文等面向的綜合性學門。學生學習的目標，乃希望瞭解產業知識和專業運作的內涵，以增強自己未來進入職場的競爭能力。船期表是航商的營運生產計劃表，能洞悉船期表的內涵，即能瞭解該公司的船隊佈署和應用，其重要性不言而喻。本研究藉由及時傳授的活動設計，輔助學理講授之內涵，並透過其他學習活動的安排，如自製課堂講義、航商船期表解析與討論、自行設計船期表之實作，以期增加修課同學的學習成效。經由期初的基礎知識測驗發現已修完定期航運基礎課程的同學，並不一定對這個產業的運作有完整充分的理解；透過及時傳授活動的引導，回覆問卷的同學中有頗高的比例認為預習、思考、提問、解惑的過程，的確增深對產業運作的瞭解。實務專家的演講分享增廣了他們對實務作業細節的認識，也增加就業或深入研究的意願。不過，從同學的課堂表現來看，也有為數不少的同學無法持續投入既定的學習步驟，最後放棄及時傳授的機會，影響了自我學習成效，也是後續課程設計時應該考慮的因素。 Liner shipping is a synthesis course that combines technology, management, and humanity. The aim of students learning this course is to understand professional knowledge and further realize the practical operations of this industry, and then students can have competitive capabilities to work in this industry. This study employed the Just-in-time teaching (JiTT) activities to assist the teaching processes. Students can be encouraged by self-made course materials, analysis of liner’s sailing schedules, and design of shipping timetable to improve their learning performance. Through the results of a pretest for the basic knowledge of container shipping, not all students were entirely familiar with the details of industrial operations. Higher ratios of respondents recognized that the JiTT activities could guide them to deeply realize the industrial operations through the processes of previewing, thinking, questioning, and answering. The address of the industrial expert explained many operative details and then increased their willingness to work or make research for this industry. However, several students revealed reluctance to follow the activities and gave up participating in the JiTT activities, which also affected their learning performance. This phenomenon could be a vital implication in designing future classes.

2024-08-01T00:00:00Z 張玉君 http://scholars.ntou.edu.tw/handle/123456789/25924 2025-10-09T06:47:42Z 2024-08-01T00:00:00Z

標題: 飛越未來學習共創─以「航空運輸學」課程為例 作者: 張玉君 摘要: 本課程「航空運輸學」以三年級大學生為主要對象，透過講授、問題導向學習、合作學習與業界專家演講相結合，強化學生對航空運輸產業的理解與實務應用能力。課程設計結合Podcast、影片教學與校外參訪，提升學生學習動機與臨場經驗，並藉由期中期末簡報與書面報告，訓練其表達與分析能力。學生透過前後測與問卷調查反映學習成效顯著，顯示其在航空運輸趨勢掌握、產業知識運用、服務品質管理及實務理解方面有明顯進步。另安排參訪遠雄航空自貿港區，了解航空貨運站的作業內容，提供第一線實務觀察機會，強化課堂學習與產業接軌。整體而言，本課程達成教學目標，有效提升學生之專業素養與就業競爭力，並為後續航空運輸教育課程設計提供實證基礎與實務參考。 The course "Air Transportation" is designed for third-year undergraduate students. It integrates lectures, problem-based learning, cooperative learning, and industry expert talks to enhance students' understanding and practical application of the air transport industry. The course incorporates podcasts, video-based instruction, and field visits to boost learning motivation and provide hands-on experience. Midterm and final presentations, along with written reports, help develop students' skills in expression and analytical thinking. Pre- and post-tests, along with survey results, indicate significant learning gains, particularly in grasping air transport trends, applying industry knowledge, managing service quality, and understanding real-world operations. A field trip to the Farglory Free Trade Zone was arranged to observe cargo terminal operations, offering students first-hand exposure and reinforcing classroom learning with industry practices. Overall, the course achieved its teaching objectives by enhancing students’ professional competence and employability, while also providing a practical foundation for the future design of air transportation education programs.

2024-08-01T00:00:00Z 劉中平 http://scholars.ntou.edu.tw/handle/123456789/25170 2024-10-23T19:00:39Z 2023-08-01T00:00:00Z

標題: 運用專題式學習、心智圖法改良混成式學習之實踐圖解航港實務風險管理創新教學研究 作者: 劉中平 摘要: 科技的日新月異遠遠超乎人類想像，面對新世代的來臨，未來的大學生在社會上必須具備競爭力與獨特性，因此培養學生航港實務風險管理領域的「創新能力」成為各國航運教育趨勢之一。大學教師也積極投入跨領域教學的發展，強調教師群的共同合作，透過協同教學、專題式學習、心智圖法，改良混成式學習、教學創新的概念讓教師群整合與發揮教師專長，完成共同的目標，協助學生透過跨領域課程與生活連結，開闊視野，並學習多元的思考方式及解決問題。

2023-08-01T00:00:00Z