http://scholars.ntou.edu.tw/handle/123456789/23492 Tue, 03 Nov 2026 06:50:42 GMT 2026-11-03T06:50:42Z http://scholars.ntou.edu.tw/handle/123456789/26837 標題: 運用鷹架策略及遊戲式學習提升學生的專業知識與能力 作者: 王彙喬 摘要: 就課堂觀察與IR資料顯示，修習海洋觀光遊憩概論課程的學生間其學習基礎差異大、不同入學管道學生間具學習落差、學習成果大多停留在知識與理解層次、專業知識與能力不足。本研究擬以鷹架策略與遊戲式學習的創新教學方法，提升修課學生的專業知識與能力、並且縮小不同入學管道學生間的學習落差。課程設計利用鷹架策略結合實務案例的問題導向學習（PBL）與校外體驗學習活動，構建師生互動討論、循序漸進的螺旋式學習教材、符合真實情境的教學內容，為學生搭建系統性的學習支持鷹架。強化學生專業知識內化、問題解決及團隊合作能力的綜合素養。此外，課堂評量應用遊戲化學習，如Kahoot!、字卡九宮格與字卡大富翁競賽，提升學生學習投入度與專業知識內化，使教師即時掌握教學成效、學生於課間回饋學習成果，促進課堂間師生的回饋及交流。研究方法採用調查研究法，對114學年度修習該課程的學生進行學習投入度前後測，並收集學生的4F反思單、遊戲式學習評量表現、期末報告及教學滿意度調查表，分析其專業知識的認知層次變化及學生反饋。本計畫擬為提升學生的專業知識與能力建立有效的教學模式，並且提出實證結果，包括彙整計畫執行歷程、師生對課程的反思以及教學成果的量化與質性資料。 Fri, 01 Aug 2025 00:00:00 GMT http://scholars.ntou.edu.tw/handle/123456789/26837 2025-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/25939 標題: 以玩中學的體驗學習結合反思活動提升學生的學習動機 作者: 王彙喬 摘要: 本計畫在課程中導入玩中學的體驗學習並結合反思活動以提升學生的學習動機，體驗學習課程以海洋觀光遊憩活動為主軸，參訪新北市海洋資源復育園區、貢寮區龍洞九孔養殖池、八斗子與長潭漁村，透過達人解說搭配海洋教育、五感體驗與踏查活動，協助學生將教科書內抽象的觀念深化為具體的專業知識與能力以提升學習動機。實作課程則前往基隆區漁會進行九孔料理；課程總結即以5W1H分析法與4F反思探究休閒漁業產業的優勢、痛點與發展策略等，進而促使學生將體驗學習所學的知識與內容理解與內化。本研究透過學習動機量表、學習成效量表、教學滿意度調查表、4F反思心得，了解學生學習成效，以及本計畫的執行成效與研究結果。本研究結果顯示，體驗式學習對學生學習動機具有正面影響，特別是在課程初期能有效激發學生學習興趣與投入。然而，隨著學習歷程推進、課程內容的深度與廣度逐步增加，學習動機逐漸降低。整體而言，體驗學習活動的滿意度達98.3％、學生願意推薦本課程達93.2％、本計畫課程的教學滿意度平均值4.63標準差0.52，較前一年度同一門課程表現為佳（平均值4.16標準差0.74）。本計畫建立玩中學體驗式學習與反思活動結合的課程模組，用於提升學生學習動機與學習成效，同時推動教學模式創新。 This project integrated experiential learning through “learning by playing” and reflective activities into the curriculum to enhance students’ learning motivation. The experiential learning activities centered on marine tourism and recreation, including visits to the New Taipei Marine Resource Restoration Park, the Longdong abalone aquaculture ponds in Gongliao District, and the fishing villages of Badouzi and Changtan. Guided by local experts, students engaged in marine education, multisensory experiences, and field investigations, which helped transform abstract textbook concepts into concrete professional knowledge and skills, thereby fostering learning motivation. The hands-on component of the curriculum involved preparing abalone dishes at the Keelung District Fishermen’s Association. At the end of the course, students employed the 5W1H analysis method and the 4F reflective model to examine the strengths, challenges, and development strategies of the recreational fisheries industry, promoting the comprehension and internalization of knowledge acquired through experiential learning. To evaluate the effectiveness of the project, the study utilized instruments including a learning motivation scale, a learning outcomes scale, a teaching satisfaction survey, and students’ 4F reflective narratives. Results indicate that experiential learning exerted a positive influence on students’ learning motivation, particularly at the early stages of the course by effectively stimulating their interest and engagement. However, as the course progressed and the depth and breadth of the content increased, students’ motivation gradually declined. Overall, student satisfaction with the experiential learning activities reached 98.3%, and 93.2% of students expressed willingness to recommend the course to others. The average teaching satisfaction score for this project was 4.63 (SD = 0.52), exceeding the previous year’s score for the same course (M = 4.16, SD = 0.74). This project successfully developed a curriculum model that combines experiential learning through play and reflective activities, which effectively enhances students’ learning motivation and outcomes while fostering innovation in instructional approaches. Thu, 01 Aug 2024 00:00:00 GMT http://scholars.ntou.edu.tw/handle/123456789/25939 2024-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/24190 標題: 給我好的學習情境吧!!運用專案導向學習提升學生學習成效之研究—以觀光資源規劃為例 作者: 陳美存 摘要: 提升學⽣學習成效是⽬前學校與老師所重視的議題，過去研究指出，專案導向學習可提升學⽣的學習成效，然⽽，現今卻鮮少有探討專案導向學習對觀光資源規劃設計之影響研究，因此，本研究以專案導向學習為基礎，採⽤問卷調查法，探討教師實施專案導向學習教學法之後，學⽣的學習成效是否有顯著的進步，同時，引導學⽣建構觀光資源手冊及觀光資源規劃報告書。本研究結果顯示，學⽣在經歷專案導向的學習體驗之後，其情境興趣並未有顯著的改善，其學習滿意達到顯著下降，但學習成效則有顯著的提升。最後，本研究結果，在實務⾯向上，可提供教師參考，如何運⽤專案導向學習促進學⽣的學習成效。 Enhancing students’ learning performances is an important issue for schools and teachers. Past studies indicated that project-based learning(PBL) can improve students’ learning performances. However, few researchs has explored how PBL impacts on Tourism and Resource Planning courses. Therefore, based on PBL practices and theory, this study used a questionnaire survey to examine if students have improved their learning performances through PBL. In the meantime, students also create a handbook of tourism resources and report on tourism and resource planning. The results of this study show that students’ situational interest has not significantly improved. But Learning satisfaction has significantly declined and learning performance has significantly enhanced. Finally, the findings of this study can supply teachers to understand how PBL has an influence on students’ learning performances. Mon, 01 Aug 2022 00:00:00 GMT http://scholars.ntou.edu.tw/handle/123456789/24190 2022-08-01T00:00:00Z