期刊專區/ Periodical Section

討論法與角色示範法對大學服務課程教學成效之探討

The Study of the Effect of Discussion and Role Model about Teaching Service Courses in University

所屬期刊：	第4卷第2期 「課程與教學」 主編：香港中文大學教育學院院長 李子建 澳門大學教育學院院長 單文經
系統編號：	vol013_10
主題：	課程與教學
出版年份：	2008
作者：	陳玉蘭
作者(英文)：	Yu L. Chen
論文名稱：	討論法與角色示範法對大學服務課程教學成效之探討
論文名稱(英文)：	The Study of the Effect of Discussion and Role Model about Teaching Service Courses in University
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論文頁數：	28
中文關鍵字：	討論法;角色示範法;大學服務課程
英文關鍵字：	Discussion;Role Model;Service Courses in University
服務單位：	長榮大學師資培育中心副教授
稿件字數：	31248
作者專長：	教育、教學
投稿日期：	2007/8/22
論文下載：
摘要(中文)：	本研究旨在探討角色示範法與討論法對大學服務課程的教學成效。以長榮大學一年級四個班級為研究對象，分為兩個同質的實驗組，在相同情況下，進行每週一小時、為期一學年、總計30小時的班級教學；第一學期第一實驗組以討論法教學，第二實驗組以角色示範法教學；第二學期則調換各組之教學方法。兩組各有82位學生之資料進入分析，結果發現： 一、討論法與角色示範法對服務課程的教學成效，整體而言並無顯著差異。 二、先採討論法後採角色示範法，或先採角色示範法後採討論法的不同順序安排，也並未影響服務課程的教學成效。 三、在服務課程上，討論法所獲得之教學回饋較角色示範法為佳。 四、討論法與角色示範法的不同運用順序，並未影響教學回饋。 五、在教學成效與教學回饋上，服務課程一學年之教學均較一學期為優；服務課程的教學對學生幫助最大的項目是認識工作無貴賤之分。 六、先呈現討論法後呈現角色示範法，使學生認知教師演講、說故事暨影帶觀賞兩種策略之助益程度較大。
摘要(英文)：	The purpose of this study was to discuss the effects of discussion and role modeling on the outcomes of service courses. We sampled students from four first year classes in Chang Jung Christian University, and divided them into two matched experimental groups. Under similar conditions, the two groups underwent two semesters of classroom teaching, one hour each week, thirty hours in total. In the first semester, the first experimental group was taught with the discussion method, and the second experimental group with the role model method. In the second semester, the teaching methods were switched for the two experimental groups. The data of 82 students from each group were analyzed, and we found the following results: 1.There is no significant difference between discussion and role model methods on the outcomes of service course. 2.The different order of applying the two teaching methods did not influence the outcomes of service courses. 3.The discussion method received better feedback from students than role model method. 4.The order of discussion and role model teaching did not influence the feedback from students. 5.According to the learning outcomes and feedback from students, two semesters’ service courses are better than one semester. Among those topics in service courses, learning that all occupations are fair and valuable was the most helpful knowledge for students. 6.If discussion was taught first, it was more helpful for students understanding of lectures, story sharing, and video watching.
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