臺灣博碩士論文加值系統

本論文研究使用問題導向學習法(Problem Based Learning)進行企業資源規劃(Enterprise Resource Planning)的教學後對學生核心能力產生的影響，研究的對象選定龍華科技大學工業管理系日間部大三的兩班學生共87人，全部學生分有兩部分進行訓練前與訓練後的核心能力測試，運用統計的前測後測成對比較檢定方式，在95%的信心水平下發現問題導向學習法(Problem Based Learning)對於核心能力產生顯著的影響。研究結果確定運用這個教學模式造成核心能力產生前、後測時的顯著差異，而顯著差異不論在加權計分方式或是調整的雷達圖計分方式都存在。

This thesis studies the using of problem-based learning method to enhance the core competence of Enterprise Resource Planning on students. Two classes (a total of 87 students) of the daytime junior college of the Industrial Management Department of Longhua University of Science and Technology were used as the PBL learners and the trainees. All students have to participate the pre-training and post-training ERP core competency tests. Statistical tests are then applied to our experiments’ mean and are used to confirm the efficiency of the proposed PBL learning methods. It is found that the use of problem-oriented learning method has a significant impact on the enhancement of core competencies. The results of the study also showed that the significant differences in the mean of before/after test scores exist in either the use of the percentage weighted approach or the radar-plot inner-area scoring approach.

摘要 i
ABSTRACT ii
誌謝 iii
目錄 iv
表目錄 vii
圖目錄 viii
第一章 問題描述與導論 1
1.1背景 1
1.2目的 1
1.3重要性 2
1.4研究問題 3
第二章 文獻探討 5
2.1教育目標與核心能力 5
2.1.1教育目標分類 5
2.1.2核心能力培養 8
2.2翻轉學習 10
2.2.1翻轉學習及其實施方法 11
2.2.2翻轉教室的起源 11
2.2.3翻轉教室的定義 12
2.2.4翻轉的四個支柱 12
2.3學習理論 15
2.3.1要準備好原則(Readiness) 15
2.3.2多多練習原則(Exercise) 16
2.3.3愉快有效原則(Effect) 16
2.3.4首要持久原則(Primacy) 17
2.3.5新近重現原則(Recency) 17
2.3.6逼真強度原則(Intensity) 18
2.3.7自由鬆綁原則(Freedom) 18
2.3.8實現需求原則(Requirement) 19
2.4學習方式 20
2.4.1機會教育式學習(Opportunity-Based Learning) 20
2.4.2排程導向的學習(Schedule-Oriented Learning) 21
2.4.3任務導向的學習(Task-Based Learning) 22
2.4.4合作的學習模式(Collaborative Learning) 23
2.4.5問題導向學習法(Problem Based Learning) 23
第三章 研究方法 25
3.1參與者和研究程序 25
3.2研究設計 26
3.3研究工具 28
3.3.1定量研究 28
3.3.2定性研究 29
3.4總結 30
第四章 執行問題導向 31
4.1規劃雷達圖六個維度 31
4.1.1Rate of Attendance(RA) 31
4.1.2Certified Degree(CD) 33
4.1.3Conceptual Homework(CH) 33
4.1.4Interactive Frequency(IF) 34
4.1.5Operation System’s Familiarity(OSF) 35
4.1.6User’s t Least One Needed Module-Extendibility (U-ALONME) 36
4.2執行資料收集 36
4.2.1第一、二階段分數分開算的計算流程 37
4.2.2混合行行分數取高分的計算流程 39
4.3設計與執行雷達圖繪製 40
4.3.1雷達圖的RA維度資料收集 40
4.3.2雷達圖的CD維度資料收集 41
4.3.3雷達圖的CH維度資料收集 41
4.3.4雷達圖的IR維度資料收集 42
4.3.5雷達圖的OSF維度資料收集 44
4.3.6雷達圖的U-ALOMNE(UAL)維度資料收集 45
4.3.7雷達圖計分方法計算流程圖 47
4.4繪製五維雷達圖 47
4.4.1A班45人 48
4.4.2B班42人 49
4.5繪製六維雷達圖 50
4.5.1A班45人 50
4.5.2B班42人 51
4.6雷達圖對個人學習行為的診斷 52
4.6.1代表實例一：均衡發展型學生 52
4.6.2代表實例二：重點發展型學生 52
4.6.3代表實例三：集中發展型學生 53
4.6.4代表實例四：耍廢放棄型學生 53
第五章 統計分析 54
5.1記述統計學 54
5.1.1成績分佈與直方圖 54
5.1.2問卷信度分析(Reliability Analysis) 55
5.2推論統計學 59
5.2.1前後測核心能力檢定 59
5.2.2相同輸入不同對象的成效檢定 60
5.2.3不同評分方法造成的成效檢定 61
5.3定性分析 63
5.3.1提高上課前預習動機 63
5.3.2強化上課中練習效果 63
5.3.3增進上課後複習意願 64
5.3.4促進學生學習後的動手動機 64
第六章 結論 65
6.1研究結果 65
6.2雷達圖的貢獻 65
參考文獻 66
附錄 68

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