導入專題式學習與分組合作學習之素養導向教學實踐研究：以貨幣銀行學課程為例

本研究旨在探討導入專題式學習與分組合作學習於「貨幣銀行學」課程之素養導向教學實踐研究，採用以量為主、以質為輔的研究方法，分析對學生學習成果的影響，包括學習成就測驗，以及自主學習、問題解決、團隊合作等核心素養。結果發現，這樣的教學策略介入之後，在學習成就測驗部分，實驗組和對照組之間雖無顯著差異，但實驗組學生原本期中考成績平均數略低於對照組，其期末考成績平均數已高於對照組，可見此教學策略可提升學生的專業知能；實驗組學生填答的量化問卷在「學習動機與態度」、「同儕互動與合作」、「學習目標與內容」、「教學設計與策略」四構面前後測皆達顯著差異，可見學生對於導入此教學策略表示高度肯定，學生訪談亦呈現對學生學習有正向影響；最後，反思教師教學，作為未來教學精進之參考。

The purpose of this study was to explore the process of introducing project-based learning (PjBL) and group cooperative learning into the literacy-oriented teaching practice of the ''Money and Banking'' course. It adopted research methods that were mainly quantitative research and supplemented by qualitative research to analyze the impact on students' learning outcomes, including learning achievement tests, as well as core competencies such as independent learning, problem solving, and teamwork. The results of the study found that after using the teaching strategies of PjBL and group cooperative learning, although there was no significant difference between the students in the experimental group and the control group, the students in the experimental group originally had slightly lower midterm exam scores average than the control group, and then the experimental group's final exam scores average was already higher than that of the control group. It could be seen that such teaching strategies can improve students' learning of professional knowledge. The quantitative questionnaire had four dimensions: ''learning motivation and attitude'', ''peer interaction and cooperation'', ''learning objectives and content'', and ''teaching design and strategies'' and the pre- and post-test results of the four dimensions all reached a significant level. It could be seen that students were highly affirmative of the introduction of project-based learning and group cooperative learning in this course. Student interviews also showed that the introduction of this teaching strategy had a positive impact on student learning. Finally, reflection as a reference was for improving teaching in the future.