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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/111648

    Title: 運用專題導向學習模式於高職行銷學教學之行動研究
    Other Titles: An action research of applying project-based learning model on marketing instruction in a vocational high school
    Authors: 黃淑娟;Huang, Shu-Chuan
    Contributors: 淡江大學教育科技學系數位學習在職專班
    何俐安;Ho, Li-An
    Keywords: 專題導向學習;行銷;行動研究;Project-Based Learning;Marketing;Action Research
    Date: 2016
    Issue Date: 2017-08-24 23:58:43 (UTC+8)
    Abstract: 本研究旨在探討專題導向學習模式應用於高職行銷學教學的學生學習及教師專業成長之歷程。研究對象為新北市某高職二年級學生40人,透過行動研究法,進行為期七週共十四小時的行動方案與資料蒐集。研究者為此次課程教學實務工作者,資料蒐集方式包含觀察、訪談及文件分析。研究工具包括教學省思札記、學生專題學習週記、學生訪談紀錄、學習感受問卷及小組專題報告等。本研究結果如下:
    The purpose of this study is to explore the process of application of project-based learning (PBL) teaching model on Marketing in a vocational high school. The participants of this study are 40 eleventh-grade students in a vocational high schoo in New Taipei County. The researcher adopts the action research method during seven weeks, 14 hours. The researcher is the instructor, and the measurements used in this study included observaions, interviews and documents. The research materials including teachers teaching diaries, students weekly learning diaries, the records of interview and the feeling of learning Questionnaire. Based on the purpose and questions of study, the conclusions are as followed:
    1.Students felt much more interest becouse their motivation was aroused. The dicussion activities in classes had aided communication and interaction between students. That is, different perspectives and the degree of understanding and communication skills has been raised. Also, the students’ understanding towards knowledge of Marketing course and the students’ self-study and data collection capabilities has increased.
    2.PBL model improved the center of learning transferred from teachers to students.
    3.PBL model can improve the integration og cooperative learning and problem-solving skills. The atmosphere of group interaction improves students’ involvement and results of projects.
    4.Most students have positive feedback about application of PBL teaching model on Marketing class.
    5.Students are more satisfied with the result of the project and be more confident about themselves.
    6.Through the process of PBL, the teaching burden seems to increase instead of decreasing.
    7.The teaching time were two hours a week, and the teachers felt a little pressed at the time.
    8.An action research process has enabled the instructor’s professional growth and teaching reflection.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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