體驗式學習循環運用於大學口語表達課程之教學實踐研究：以「說話與溝通技巧」為例

Research on the Teaching Practice of Experiential Learning Cycle Applied in College Oral Expression Courses: Taking the “Speaking and Communication Skills” Course as an Example

對於大學生來說，口語表達是重要的能力之一，而「說話與溝通技巧」是一門實用性高的課程，課程目標在於使學習者具備說話與溝通的能力，然少見到口語表達相關課程的教學實踐研究。本研究主要問題有二：一是以體驗式學習循環為主的「說話與溝通技巧」課程教學模式為何？具體的內容與步驟為何？二是學習者參與此課程前後的專業知能發展情形為何？此結果如何與相關理論、研究對話？研究參與者為北區某大學修習「說話與溝通技巧」課程的學生，共計50位。本研究採取行動研究法，質性研究工具包括學習者資料表、課後作業、課後回饋單等，量化研究工具包括說話與溝通專業知能自評表、演說焦慮評量表等，用以了解學習者口語表達知能的發展情形。研究結果有二：一是具體建立「說話與溝通技巧」課程模式，除了具體的內容與方法外，更增加了教師角色；二是學習者參與本課程後能提升專業知能由量化資料發現，學習者在參與本課程後，說話與溝通專業知能與演說焦慮之前、後測均達顯著差異，顯示學習成效顯著優於實施前，而演說焦慮顯著低於實施前。根據質性資料發現，學習者能透過體驗提升專業知能。未來希望能持續相關的教學與研究，具體研究結果可供相關課程之參考。

For college students, oral expression is one of the most important abilities, and “Speaking and Communication Skills” is a highly practical course. The goal of the course is to enable learners to have the ability to speak and communicate. The research question had two aspects: First, what was the teaching mode of the “Speaking and Communication Skills” course based on the experiential learning cycle? Second, what was the professional knowledge development of learners before and after participating in this course? The research participants were 50 students taking the “Speech and Communication Skills” course at a university in the North District. This study adopted the action research method. Qualitative research tools included learner data sheets, homework, feedback sheets, etc. Quantitative research tools included a speech and communication professional knowledge self-assessment scale, a speech anxiety scale, etc., to understand the development of the learner's oral expression knowledge. There were two research results: First, the curriculum model of “Speaking and Communication Skills” was established. From quantitative data, it was found that after the learners participate in this course, there was a significant difference between the pre- and post-tests of speaking and communication professional knowledge and speech anxiety, showing that the learning effect was significantly better than before the implementation, and that speech anxiety was significantly lower than before the implementation. According to qualitative data, learners could improve their professional knowledge through experience.