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題名 | An Action Research on Teaching the Ticketing Course: A Case Study on the Abacus Ticketing Reservation System=票務課程教學之行動研究 : 以Abacus訂票系統為例 |
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作 者 | 廖盈嵐; 白如玲; 白如玲; | 書刊名 | 休閒事業研究 |
卷期 | 14:1 2016.03[民105.03] |
頁次 | 頁38-61 |
分類號 | 524.4489 |
關鍵詞 | 合作學習; 自我學習; 票務課程; 電腦訂位系統; Cooperative learning; Autonomous learners; Ticketing course; Computer reservation system; |
語文 | 英文(English) |
中文摘要 | 本研究旨在探討大學學生Abacus票務課程學習過程中建立自學能力,通過證照考試之發展的效益。此研究依循勒溫的行動研究方法,研究者於實際之研究過程中採取實際行動。並著重在目標過程導向及教學目標導及採用合作學習法。此研究從三個面向來探討 :首先是評量運用合作學習法在 Abacus票務課程之發展;其次是確認學習者之學習態度及對教師教學之看法;再則檢視運用了相互學習之教學法後,學生的自我學習能力之發展。本教學研究對象為兩個班級之中台灣大學生共 115位,此研究特別針對科技大學學生之自學過程探索。本研究過程中之主要發現:一、於採用合作學習教學法後學生的每週測驗結果進步。二、學生的學習動機以及學習態度有所加強。三、大部份學生的學習風格改變,能夠學習運用輔助教材並且具有自我反思之能力。四、學生對合作學習教學法持正面看法,他們不僅樂於參與團體學習而且減低了學習的焦慮。五、藉著同儕之相互教學,學生能在有限的時間內完成交付之學習任務。老師因此能節省時間,讓教學更有彈性和效率。六、合作學習幫助改變教室氣氛,也加強了學生社交及溝通技巧。七、此合作學習教學法促使了學生Abacus票務課程學習之自學能力。根據本研究結果,建議指導Abacus票務班級的老師可嘗試運用合作學習教學法來幫助學生增進他們的票務操作能力以及提高測驗成績。學生於小組互動中增加了學習動機和上課出席率。而且學生使用學習教材後對於學習較有信心,因而學會自我檢測和自我省思。本研究結果最重要的是合作學習教學法促使了學生Abacus票務課程學習之自學能力。 |
英文摘要 | The aim of this research is to examine students’ learning processes in establishing learner autonomy and obtaining certification in the university-level Abacus Ticketing course. Following Lewin’s action research approach, the researcher applies the action to research procedures. Both the process-oriented objectives and pedagogic objectives will be emphasized in this research. Three aspects of the research are discussed in this study. The first is the evaluation of cooperative learning on the Abacus Ticketing course. The second is the identification of subjects’ learning attitude and their perceptions toward teaching. The third is the examination of the development of the subjects’ learning autonomy after applying the pedagogy of cooperative learning. This study focuses on the following purposes: The participants of the present study are 115 university students in central Taiwan, from two different classes. This study will explore the self-learning processes specific to the students of technological students. The major findings of this action research are as follows: 1. The participants’ ability as demonstrated by their performance on weekly review tests (WRTs) improved after they engaged in cooperative learning. 2. The participants’ motivation and learning attitudes were enhanced in their affective development; their learning attitude improved after the cooperative learning. 3. Most of the participants’ learning styles changed: They were able to learn by utilizing the support materials and reflecting on their own profiles. 4. The participants’ responses to cooperative learning were positive. They not only enjoyed working in groups but also reduced their anxiety in learning. 5. Through the assistance of peer tutoring, the students were able to finish their tasks within the time limit. The teachers saved time by teaching flexibly and efficiently. 6. Cooperative learning helped to create a pleasant learning climate in the class and improve the students’ social and communicative skills. 7. All the subjects developed learning autonomy in the Abacus Ticketing course after the cooperative learning. Based on these study findings, it is recommended that ticketing course teachers implement cooperative learning to help students to improve their operating abilities and test scores. Also, this study demonstrated that, through small-group interactions, students increased their learning motivation and participation rate. In addition, they felt confident utilizing the supplementary materials for their learning so that they learned to monitor and reflect on their portfolios. Moreover, this study revealed the significant finding that through cooperative learning, students can become autonomous learners. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。