高等教育傳播領域實施素養導向新生轉銜課程之行動研究

Action Study on the Implementation of a Literacy-Oriented Freshman Bridging Course on Communication in Higher Education

本研究採教育行動研究法探討新生轉銜先修班「公共關係」課程翻新之教學策略與成效，臚列待答問題：一、111學年度新生的特質與學習需求為何；二、課程對學生學習產生之影響；三、課程對學生自我探索與未來大學學習規劃產生之影響。採前、後測問卷調查、學習歷程紀錄及半結構式訪談進行研究，以參加轉銜課程之大一先修生，和已修習過非課程翻轉下之大二生為對照研究對象。
研究發現：一、接受108課綱的先修生於企圖心、語言表達能力、反應互動能力、數位科技應用能力等表現較優異，於報告時亦較能表達個人觀點，創作時較能展現個人風格。二、先修生在課程核心素養「公關內容認知」、「公關溝通功能」、「公關形象影響力」面向的知能皆顯著高於期初；在對於「公關職涯」面向的認知顯著高於未參與翻新課程之學生。三、經轉銜課程可更深化先修生對公關內容認知、公關形象影響力的了解，且更強化學生未來修習公關領域課程或工作的興趣。
傳播領域實施素養導向新生轉銜課程之行動研究經驗，可用於日後研發新課程，成為新一輪行動研究之基石。同時期盼本研究結合質化與量化成果，能成為相關校院開發高教傳播課程時之參酌依據，為素養導向課程提供更多助益。

To respond to the post-epidemic“new normal”and the transformation of the 108th curriculum on literacy teaching, the communication field curriculum is facing numerous challenges, particularly the difficulties of developing humanistic creativity, innovating teaching content, and changing careers in the post-epidemic period.
In this study, action research was adopted to explore the teaching strategies and outcomes of Public Relations, one of the summer bridging courses from the renovated curriculum at Ming Chuan University. This study aims to answer the following questions: First, what are the traits and learning needs of the freshman students of the 111th school year? Second, what are the effects of the bridging course on the students’learning? Last, what are the effects of this bridging course on students’self-discovery and future learning plan?
The methodology of this study involved a pretest and posttest questionnaire, learning history, and a semi-structured interview. The results obtained from the freshmen participating in the course were compared with those of the sophomores who took non-flipped courses.
The results are as follows: (1) The freshmen who participated in the course belonging to the 2019 syllabus outperformed the sophomores who took non-flipped courses in terms of their ambitions, expressive language skills, response and interaction abilities, digital technology application ability, and possessed an assertive personal style. (2) Said freshmen exhibited significantly improved knowledge on public relations cognition, communication, and image influence after participating in the course and outperformed students who did not participate in the course in their knowledge on public relations careers. (3) The bridging course reinforced effectively the freshmen’s understanding of public relations cognition and image influence, enhancing their interest in taking courses or jobs in the public relations field.
The results of this action research study on a literature-oriented bridging communication course will benefit course development in the future. The integration of qualitative and quantitative research approaches can also provide a reference point when universities create communication courses for higher education.