以玩中學的體驗學習結合反思活動提升學生的學習動機

Abstract

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.