創新教學真能增進學生學習成效？

Can Innovative Teaching Really Improve Students’ Learning Effectiveness?

當今以創新為名的各種教學模式，目的皆希望在創新概念下，激發學生的學習動機、提升學習成效。由於創新教學需在教學場域中，針對課堂所欲傳授的內容，融入各種與傳統授課不同的課程設計，且最終目的回歸到學生學習成效上。因此，本研究嘗試以研究者連續兩個學年度所開設的兩門必修課程為例，第一個學年度皆採取傳統授課模式，第二個學年度分別針對各課程的專業內容，規劃與融入不同的創新元素，並利用學期末的量化教學評鑑分數，以及學期間學生提供的課程回饋與訪談等質化資料，綜合探討創新教學的成效。結果顯示，創新教學模式所獲得的教學評鑑分數，顯著高於傳統教學模式，且在學生學習動機與成效相關題項上亦有相同結果；學生亦認為，採用創新教學模式除了能提升學習動機外，亦能大幅縮減學與用之間的差距，並培養傳統授課模式未能養成的軟實力。

Today’s various teaching models featuring innovation all aim to stimulate students’ learning motivation and improve learning effectiveness with innovative approaches. Innovative teaching requires an integration of various curriculum designs different from traditional model, catering to the content taught in class, and the ultimate goal is to restore students’ learning effectiveness. Therefore, this study attempts to use two compulsory courses taught by the author for two consecutive academic years as an example. In the first year, both courses were taught according to traditional models. In the second academic year, with the author’s self-reflection, various innovative elements were planned and integrated in each course. The study also took into account the scores of quantitative teaching evaluations at the end of semesters and qualitative materials such as course feedback and interviews provided by students during the semesters to comprehensively investigate the effectiveness of innovative teaching. The results show evaluation scores of the innovative teaching model are significantly higher than traditional model. The same results are also evident in items related to students’ learning motivation and effectiveness. Students also think the innovative teaching model can not only boost learning motivation but also greatly mitigate the gap between learning and usage and cultivate soft power.