「案例教學策略」對商職民商法課程學習成效之影響

The Effects of Case-Based Instruction on Students' Learning Outcomes in a Civil and Commercial Law Class of a Commercial Vocational High School

案例教學經學使用於大學以上層級的專業領域，極少用於高中階段，尤其是學力相對弱勢的高職階段，所以，本研究嘗試於商職「民商法」課程實施「案例教學」策略，探討對學生在「學習互動」、「學習策略」與「學習成就」上的學習成效。本研究採取不等組前測-後測準實驗設計以及問卷測量。研究對象是商職商業經營科二年級二組學生共86人；研究程序是將實驗教學分二階段進行(「合作解案例題」→「合作擬案例題」)，並實施測量，最後將量化資料進行統計分析。結果顯示如下：一、「合作解案例題」與「合作擬案例題」二種教學策略都有助於「學習互動」與「學習策略」之提升，而「合作擬案例題」教學策略成效較優。二、在學習成就方面，「合作擬案例題」可以提升「學習成就」，而「合作解案例題」則否。

The study explored the effects of case-based instruction--emphasizing cooperative case-resolving and cooperative case-posing--on teacher-student interaction， learning strategy， and learning achievement for students in the Civil and Commercial Law class in a commercial vocational high school. Quasi-experimental design was used in this study. Eighty six students participated in the research， with half of them in the controlled group and another half in the experimental group. The data of three questionnaires concerning with learning interaction， learning strategy， and learning achievement were analyzed using statistics to evaluate the learning effects.The data analyzed by statistics showed that:1. Both cooperative case-resolving and cooperative case-posing can improve learning interaction and learning strategy concurrently with the latter effect being dominant over the former one.2. Cooperative case-posing can improve learning achievement， whereas cooperative case-resolving is null.