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研究生:郭世閔
研究生(外文):Kuo, Shih-Min
論文名稱:引導式與自主式專題導向學習對於學習態度與自評學習成效之影響研究:以技術型高中機械科為例
論文名稱(外文):The Effect of Guided and Open Project-based Learning on Learning Attitude and Self-evaluated Learning Performance: A case Study of Project-based Learning in Mechanical Engineering Vocational High School
指導教授:周明周明引用關係
指導教授(外文):Jou, Min
口試委員:王懷田簡昭珩周明
口試委員(外文):Wang, HUAI-TIANJIAN, ZHAO-HENGJou, Min
口試日期:2022-09-25
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:工業教育學系
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2022
畢業學年度:110
語文別:中文
論文頁數:56
中文關鍵詞:引導式專題導向學習自主式專題導向學習機械科學習態度自評學習成效
外文關鍵詞:Guided Project-Based LearningSelf-Directed Project-Based LearningMechanical EngineeringLearning AttitudeSelf-Evaluated Learning Performance
相關次數:
  • 被引用被引用:1
  • 點閱點閱:294
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  • 下載下載:101
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摘要
科技的進步,一般式的傳統教學方法已經很難吸引學生注意,依據文獻探討可以得知使用專題導向學習模式能讓學生擁有計畫策略、蒐集資料、腦力激盪與解決問題之能力達到有效的學習,提升學生學習的興趣之外亦兼顧解決問題的能力。因此,本研究之主要研究目的為分析透過引導式與自主式專題導向學習,在技術型高中機械科學生是否能夠提升學習興趣,藉此達到提高學習成效。為達研究目的,本研究為驗證性測實驗設計。研究將進行長達八週之實驗教學,蒐集學生學習表現及研究問卷作為研究資料。本研究之主要研究結論為,引導式與自主式專題導向學習在學習態度與自評學習成效有顯著差異,因學生本身就有良好的學習態度,在自行規劃進度的教學上會變得更有責任感,也因為必須自行解決遇到的問題在技能的提升上也達到很大的進步,推估此為讓自主式專題導向學習學生學習態度與自評學習成效進步達顯著差異之原因,整體而言自主式專題導向學習對於技術型高中機械科學生學習成效有正向提升。

關鍵字:引導式專題導向學習、自主式專題導向學習、機械科、學習態度、自評學習成效。
Abstract
Conventional teaching methods would not engage students’ attention. The previous study proposed that project-based learning would encourage students’ decision making, brainstorming, collect data, and problem-solving to fulfill meaningful learning and improve their problem-solving skill. Thus, the present study aims to explore whether guided and self-directed project-based learning would enhance students’ learning interest and Self-evaluated learning performance or not. The research method of the present study is one-shot case study. The project-based learning curriculum is arranged for eight weeks. After that, a questionnaire and Self-evaluation of learning performance would be collected. The main research results revealed that there was no significant difference in learning attitude, but significant in Self-evaluated learning performance between guided and self-directed project-based learning group. Additionally, the learning performance of self-directed project-based learning group had a better Self-evaluated learning performance.

Keywords: Guided Project-Based Learning, Self-Directed Project-Based Learning, Mechanical Engineering, Learning Attitude, Self-Evaluated Learning Performance
摘要 i
Abstract ii
目次 iv
表次 v
圖次 vi
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 3
第三節 研究假設 4
第四節 研究實施與流程 4
第五節 研究範圍與限制 7
第六節 名詞釋義 7
第二章 文獻探討 9
第一節 專題導向學習 9
第二節 專題製作課程 14
第三節 學習態度 21
第四節 學習成效 25
第三章 研究設計與實施 29
第一節 研究架構與方法 29
第二節 抽樣方法與研究對象 31
第三節 研究工具 31
第四節 研究流程 33
第四章 研究結果與討論 35
第一節 學習態度 35
第二節 學習成效 38
第五章 結論與建議 41
第一節 研究結論 41
第二節 研究建議 43
第三節 研究限制與後續研究建議 43
參考文獻 45
壹、中文部分 45
貳、英文部分 48
附錄 54
附錄一 專題製作課程學習態度問卷 54
附錄二 專題製作課程自評學習成效問卷 55
附錄三 專題製作課程學生成品 56
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