少教、多學：情境教學法運用於科技大學通識課程之教學實踐

Teach Less, Learn More: A Study on the Teaching Practice of Applying the Situational Teaching Method in General Education Course at a University of Science and Technology

人際溝通能力對於科技大學學生未來職場就業的重要性毋庸置疑，然而，大學課堂以教師為中心的教材設計和傳統講授教學模式（教師多教），往往忽略學生的主體性。學生被動地接受知識，導致學習內容與真實人際溝通情境脫節，學習投入度不高，同時也缺乏實際的行動實踐學習機會（學生少學）。本研究主要以科技大學「人際關係與溝通表達」通識課程為教學實踐場域，從學習者為中心的「少教，多學」教育理念出發，將「情境教學法」融入課堂，設計符合科技大學學生學習需求的多元情境式教材。在教學過程中，教師的角色由知識傳授者轉變為學習的促進者，重視學生的主動參與和小組合作互動，並引導學生從實際的行動實踐中訓練以提升人際溝通技巧。根據研究結果顯示，「少教，多學」教育理念為教師教學和學生學習注入新的活力，在「人際關係與溝通表達」通識課程中應用「情境教學法」，為學生提供了主動探索的學習機會，呈現課堂多元學習樣貌，並顯著提升了學生的學習投入參與度和學習成效。此外，學生對這門課程的教學實踐歷程和成果給予高度的學習滿意度評價。

The importance of interpersonal communication skills for future employment of students in a science and technological university is undeniable. However, the teacher-centered instructional design and traditional lecture-based teaching approach (teach more) often overlook the agency of students, resulting in a disconnect between their learning content and real-life interpersonal communication contexts, passive knowledge acquisition, low learning engagement, and a lack of practical application (learn less). This study focuses on the application of the situational teaching method in the general education course Interpersonal Relationships and Communication Skills at a science and technological university. Grounded in a student-centered Teach Less, Learn More educational philosophy, this study designs diverse situational instructional materials that cater to the learning needs of students at a science and technological university. During the teaching process, the role of the teacher shifted from knowledge transmitter to learning facilitator, emphasizing active student participation and group collaboration, while guiding students to enhance their interpersonal relationships and communication skills through practical action. The results of this study demonstrated that the Teach Less, Learn More educational philosophy injected new vitality into teachers’instruction, while the situational teaching method, implemented in the Interpersonal Relationships and Communication Skills general education course, created learning environments that encouraged students’active exploration, fostered diverse classroom learning experiences, and significantly enhanced student learning engagement and performance. Moreover, students also demonstrated a high level of satisfaction with the instructional practices implemented in this course.