臺灣博碩士論文加值系統

在許多教學環境中常存在「學」與「用」間的差距，主要原因為學程內缺乏培養實際作決策與解決問題的能力，隨著知識與社會快速變化，此現象更為明顯。尤其是亞洲地區多以傳統式教學方式為主，其教學方式不易培養學生獨立思考與解決問題能力。「參與者為中心」 個案教學是由哈佛商學院 (Harvard Business School, HBS) 提出，其理念在於培養學生自行探索問題的答案，包含獨立思考、轉換知識與問題解決之能力，藉此提升學生的學習意願與投入程度。
回顧以往研究，雖已有不少有關個案教學應用於醫學、法律、管理教育上的相關研究，但大都針對個案教學之特性或優缺點作探討，較少針對「參與者為中心」之個案教學進行成效評估；又個案教學為近幾年才開始由哈佛商學院推廣到亞洲地區，其推動模式與原本之傳統的個案教學有些許的差異。許多研究也指出，動機與成效間，具有一定的相關性，因此如何提升學生之動機，實亦為推動個案教學值得思考的課題。
本研究以教育部「製商整合科技人才培育先導型計畫」參與學校為對象。研究結果顯示，採用哈佛式個案教學對於學生之學習動機與學習成效具有顯著且正向的影響。進一步藉由中介檢驗，統計數據發現哈佛式個案教學會透過學習動機強化進而影響學習成效，此亦隱含學習動機的重要性。而在學生背景差異性分析方面，學生會因為有無工作經驗，對個案教學之課程內容與課程管理認同及感受程度會有所差異，故往後課程設計上針對初始推行個案教學之對象，可以此分析結果作為參考。
總而言之，哈佛式個案教學為理論與實務連結之課程內容，且是互動性高的學習過程，加上有系統性之課程規劃，此教學模式的確會讓學生在學習時更加投入。而為了提升學生學習動機與成效，施行參與者為中心之個案教學時，在課程內容、學習過程與課程管理上必須搭配規劃，並考量學生背景特性以提升學習動機，如此會使個案教學發揮最好之效用。

In many colleges, there are always imbalances between acquiring knowledge and applying knowledge, the main reason is that the program lack enabling students to make practices on decisions and solving problems. Asian teaching style is usually traditional and this style does not cultivate students’ independent thinking and problem solving ability. “Participant - Centered” teaching is originally proposed by the Harvard Business School (HBS). The aim of the study is to enhance students’ abilities to explore answers for themselves, including independent thinking, knowledge transferring as well as problem solving. through their motivation and participation.
Prior studies have examined case studies in education of medical, law and management. Most researches focus on the advantages and disadvantages of case studies and less work is focused on the evaluation of how effective the Participant - Centered teaching is. Besides, Harvard’s case method is only introduced to Asia in these few years. The way it is carried out is also slightly different from traditional case learning. Furthermore, many researches point out that there is definitely certain degree of correlation between motivation and effectiveness, and should be important to explore for ways to enhance the learning motive of students in promoting Harvard’s case method.
The result has shown that Participant - Centered teaching significantly and positively contributes to the correlation between students’ learning motives and effectiveness of teaching. In addition, using mediator verification can find out that Harvard’s case method would influence the effectiveness of teaching through learning motive which implies the importance of learning motives. It is found out that Harvard’s case method would have different impacts on students with working experience and without working experience. Results of this study can be applied in course design or as references for potential case method practitioners.
In conclusion, Participant - Centered teaching which integrates theories and practical events as well as systematic course design would enable students to devote more focus into learning. In order to enhance the motive and effectiveness of leaning, the content of courses, the process of learning and the management of classes need to be carefully designed and controlled in order to achieve the best performance.

摘 要 I
ABSTRACT II
誌 謝 III
目 錄 IV
表 目 錄 VI
圖 目 錄 VII
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 2
第三節 研究範圍與限制 3
第四節 研究流程 3
第二章 文獻探討 6
第一節 哈佛式個案教學 6
第二節 學習動機之探討 20
第三節 學習成效 27
第四節 目前推動情況 32
第三章 研究方法與研究架構 35
第一節 研究架構與研究假說 35
第二節 研究變項操作型定義與衡量 37
第三節 問卷設計 38
第四節 資料來源 41
第五節 資料分析方法 41
第四章 資料分析 47
第一節 學生基本資料分析 47
第二節 哈佛式個案教學、學習動機與學習成效之平均數分析 48
第三節 信度與效度分析 50
第四節 個案教學、學習動機與成效之關係驗證 52
第五節 學生背景差異分析 58
第六節 小結 60
第五章 結論與建議 61
第一節 研究結論 61
第二節 研究建議 63
第三節 未來研究方向 65
參考文獻 66
附錄一 學生問卷 73

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網站部份
1.哈佛商學院, http://www.hbs.edu/
2.教育部個案教學推動網, http://ebrc.ntpu.edu.tw/~cases/