應用情境式學習法在大學實務課程之教學成效探討

Innovative Teaching Design: Applying the Situated Learning Approach into University Professional Practice Course

經濟合作暨發展組織（Organization for Economic Co-operation and Development, OECD）在2018年提出全球素養指標，以培養具備全球議題與跨文化議題的人才。本研究欲透過國際貿易實務課程，驗證情境式教學法是否有助於提升學生學習動機與教學成效。本研究以38名大學生為研究對象，採取行動研究法並應用重要程度－－績效分析法（IPA）、學習動機問卷以及訪談來蒐集與分析資料，進行不斷的反思與改善教學。研究結論如下：（1）重要程度－－績效分析法顯示，真實實務情境的課程活動應繼續保持、建構學習與社會互動的課程活動需要重新設計改善；（2）情境學習學習法有助於提升學生學習動機，特別是在「引起注意」與「獲得滿足」構面中有明顯的改善。

The Organization for Economic Co-operation and Development (OECD) added a global competence indicator into the Programme for International Student Assessment (PISA) to foster knowledge and skills on global issues and cross-cultural issues. Thus this study aims to verify whether the situational teaching method can help improve students' learning motivation and teaching effectiveness through the international trade practice course. This study engaged 38 college students as research subjects, adopted the action research method to conduct research, collected and analyzed data through the importance-performance analysis (IPA), learning motivation questionnaire, and interviews during the action process, and conducted continuous improvements in teaching. The main research results are as follows: (1) In IPA analysis, industry visits, authentic context activities continue to be maintained, however, constructivist learning approach and social interaction activities should be improved; (2) The situational learning method helps to improve students' motivation for learning, especially in ＂attention＂ and ＂satisfaction” dimensions.