運用E-T-D-R-A教學模式於大學「教學設計與方法」課程之行動研究

An Action Research on the Application of the E-T-D-R-A Instructional Model in the University’s“Instructional Design and Methods”Course

本研究旨在探討E-T-D-R-A教學模式在大學「教學設計與方法」課程的發展與應用。E-T-D-R-A教學模式包括體驗、教學、拆解、省思，以及應用等教學策略。本研究利用各單元教學前的「體驗」活動，引起學生的學習動機及對該單元的初步認識，再透過「教學」讓學生瞭解學習內容，並進一步進行教學活動的「拆解」，接著帶領學生「省思」該單元的學習內容，最後思考如何在現在及未來的教學情境中加以「應用」。本研究為行動研究，以每週心得留言、學生學習成果導向問卷、網路期末回饋問卷、期末作業等作為評量學習成效的工具。本研究以2021年上半年（109學年度第2學期）為實施期程，以國立臺北教育大學教育經營與管理學系修習「教學設計與方法」課程之大學部二年級學生為主要對象，共計有47人修習。研究者在課程前告知研究的內容與目的，並請學生簽署知情同意書。本研究的結論包括：E-T-D-R-A教學模式適用於「教學設計與方法」課程的教學且能有效提升「教學設計與方法」課程的學習成效、運用E-T-D-R-A教學模式後，學生願意嘗試應用於現在及未來的教學情境，E-T-D-R-A教學模式中的教學策略的順序，可依據活動的性質與重點彈性調整等。本研究並依據研究結果，提出相關建議以供未來教學與研究參考。

This study aimed to explore the development and application of the E-T-D-R-A instructional model in the ''Instructional Design and Methods'' course in universities. The E-T-D-R-A instructional model illustrates instructional strategies such as experience, teaching, disassembly, reflection and application. This research used the ''experience'' activities at the begin of teaching of each unit to arouse students' learning motivation and preliminary understanding of the unit, and then through ''teaching'' to let students understand the learning content, and further ''dismantling'' the teaching activities, and then lead students to ''reflect'' on the learning content of the unit, and finally think about how to ''apply'' it in current and future teaching situations. This research was an action research, it was designed to use weekly reflection messages, student learning outcome-oriented questionnaires, online end-of-term feedback questionnaires, and end-of-term assignments as tools to evaluate teaching effectiveness. This study took the first half school year of 2021as the implementation period. The course mainly aimed at sophomore students of the Department of Educational Management of the National Taipei University of Education. 47 students took the course and agreed to participate the research. The researcher informed the content and purpose of the research to participants before the research, and asked the students to sign the informed consent. The research results showed that the E-T-D-R-A instructional model is suitable for the teaching of the ''Instructional Design and Method'' course and can effectively improve the teaching effectiveness of the ''Instructional Design and Methods'' course. After using the E-T-D-R-A instructional model, students showed willingness to apply it to current and future teaching situation. The findings also suggested that the sequence of teaching strategies in the E-T-D-R-A instructional model can be flexibly adjusted according to the purposes and focuses of the activities. Based on the research results, this study puts forward relevant suggestions for reference in future teaching and research.