The Effect of Sharestar Teaching on Principles of Form Learning Attitude And Learning Effectiveness for Students of Vocational High School

• Main Authors: CHEN, YU-MIAN, 陳鈺棉
• Other Authors: LIU, WEI-DE
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/7u6mcp

碩士 === 國立雲林科技大學 === 技術及職業教育研究所 === 107 === The purpose of this study is to explore the influence of the ShareStart teaching method on the motivation and learning effectiveness of the professional subject course of the students of the higher vocational design group, and then compare and explore the differences between different teaching methods into the professional subject courses of vocational students. This study was conducted by the quasi-experimental and pre-experimental research method of the unequal group, with the second grade of a higher vocational design group in Changhua County, and the two classes of the same grade taught by the researchers as the research object, the study was divided into two classes of the experimental group and the control group, and the experimental group (34 people) and the control group (39 people) were taught by the researchers. The experimental group implemented the teaching method of ShareStart, while the control group implemented the traditional narrative teaching strategy. The research tool revised the "ARCS Learning Motivation Scale" for the researchers to implement questionnaire tests before and after the experiment, the experimental group, the control group before and after the implementation of the teaching method of the "professional subject period mid-term test" and the researchers custom experimental group students after the implementation of the teaching method of the comparative view and impact questionnaire on different teaching methods, The collected data were carried out quantitative statistical analysis, such as the sample t test of the SPSS system, and the experimental group compared the comparative questionnaire of the sedat teaching method and the original narrative teaching method, and made the indirect inference according to the student quality interview, and discussed the difference softerness and effectiveness of the subjects in the design group modeling principle subject. And the experimental group accepted the learning strategy of the ShareStart teaching method, in the individual, the group's learning attitude and motivation change. The main findings of this study are as follows: 1． The learning achievement of students in the modeling principle course of students in the design group of higher vocational design group has remarkable results. The learning motivation of students in the modeling principle course of the students of the design group higher vocational design group has remarkable results. 2． The learning motivation of students in the modeling principle course of the students of the design group's higher vocational design group has remarkable results. 3． The relevance and self-satisfaction of students in the modeling principle course of design group design group with the sedate teaching method have remarkable results. 4． The influence of students' self-confidence in learning motivation in the modeling principle course of the students of the design group's higher vocational design group has remarkable results. 5． After teaching the ShareStart teaching method of different modeling principle courses, it has an impact on the students' learning.