RIGEASAL教學模式在大學「領導與決策」課程之應用

Application of RIGEASAL Teaching Model in University“Leadership and Decision-making”Course

本研究旨在探討RIGEASAL教學模式在大學「領導與決策」課程之應用。RIGEASAL教學模式包括企業資源的引進、多元的教學破冰活動、遊戲教學法、體驗學習法、多元的教具運用、多元的教學總結活動，以及加速式學習法等教學策略。本研究利用自企業培訓常用教學策略所整理出的RIGEASAL教學模式，強化學生對領導與決策的認識及對未來企業情境的瞭解。本研究為行動研究，以每週心得留言、期末作業、自編問卷等作為評量學習成效的工具。本研究以2022年下半年（111學年度第1學期）為實施期程，以某大學某學系修習「領導與決策」課程之大學部二年級學生為主要對象，共計有59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：運用RIGEASAL教學模式於「領導與決策」課程，能設計出多元有效的教學活動、RIGEASAL教學模式可依各單元之需求與特性，適當地融入課程中的單元中、實施RIGEASAL教學方案有助於提升學生的課程學習成效與其對成效之知覺、增進學生對企業的領導與決策情境之瞭解，以及增進學生對企業培訓的教學策略的認識等。本研究並依據研究結論，提出相關建議以供未來教學與研究參考。

This study had aimed to explore the application of RIGEASAL teaching model in the university's ''Leadership and Decision-Making'' course. RIGEASAL teaching model had included the introduction of corporate resources, diverse teaching icebreaking activities, game teaching methods, experiential learning methods, the use of diverse teaching aids, diverse teaching summary activities, and accelerated learning methods. This study had used the RIGEASAL teaching model compiled from common teaching strategies in corporate training to strengthen students' understanding of leadership and decision-making and their understanding of future corporate situations. This study had been an action research, using weekly experience messages, final assignments, self-compiled questionnaires, etc. as tools to evaluate learning effectiveness. This study had been implemented in the second half of 2022 (the first semester of the 2011 academic year). The main targets had been sophomore students of a certain university in a certain department who had been studying the ''Leadership and Decision-Making'' course. A total of 59 people had participated. The researcher had informed the content and purpose of the research before the course and had asked students to sign an informed consent form. The conclusions of this study had included: using the RIGEASAL teaching method in the ''Leadership and Decision-Making'' course, multiple and effective teaching activities could have been designed. The RIGEASAL teaching model could have been appropriately integrated into the units in the course according to the needs and characteristics of each unit. Implementation of the RIGEASAL teaching plan had helped to improve students' course learning effectiveness and their perception of effectiveness, enhance students' understanding of corporate leadership and decision-making situations, and enhance students' understanding of corporate training teaching strategies. Based on the research conclusions, this study had put forward relevant suggestions for reference in future teaching and research.