問題導向學習教學在國際行銷課程之應用與實踐   免費試閱

Application and Implementation of Problem-Based Learning Teaching in an International Marketing Course

教導本校大學部國際行銷課程學生如何吸收行銷的理論與知識，以及將行銷知識如何應用於解決實務問題，為教學一大挑戰。目前許多大專校院強調培養學生解決問題的能力，採用以學生為中心的「問題導向學習」（Problem-Based Learning, PBL）教學模式。本研究的目的旨在運用PBL教學法於大學部國際行銷課程，採用準實驗設計研究法，以了解學生接受PBL教學法與傳統教學法的學習成效是否有所差異。本研究對象為大學部國際行銷課程學生，以便利抽樣法選取85人，研究工具為學習成效、學習態度、自我效能等量表，進行問卷調查與統計分析。本研究結果顯示，在參與課程活動之後，學生具備國際行銷專業知識的程度，以PBL教學法的學生顯著優於傳統教學法學生；接受PBL教學法的學生在學習態度、自我效能，也顯著優於接受傳統教學法的學生。再者，課程結束後，實驗組另接受PBL教學法態度評價問卷，發現所有參與學生對於PBL教學法均持正面評價。研究結果對於教師在商管領域應用PBL教學法提供一可行之教學實踐參考案例。

Delivering theoretical marketing knowledge to students enrolled in an undergraduate course on international marketing offered by the university while also enabling them to apply such knowledge in practical situations is a major challenge in teaching. Various colleges, universities, and schools have paid increasing attention to students’ problem-solving ability and adopted a student-centered, problem-based learning (PBL) teaching model. Employing a quasiexperimental design, the present study aimed to apply the PBL teaching method in an undergraduate course on international marketing to investigate differences in the learning outcomes of students accepting PBL teaching and those accepting conventional teaching. A total of 85 research participants were recruited through convenience sampling from students enrolled the course. A questionnaire survey and statistical analyses were conducted with the use of research instruments comprising scales for learning outcomes, learning attitudes, and self-efficacy. According to the results, students accepting PBL teaching significantly outperformed those accepting conventional teaching in terms of their professional knowledge of international marketing, learning attitudes, and self-efficacy. Furthermore, a questionnaire survey was administered to students who accepted PBL teaching to explore their attitudes toward this teaching method, with the survey results revealing that all of the students held positive feedback toward PBL teaching. The research findings served as a reference for teachers to practice PBL teaching in subjects related to business management.