精進探究的基礎：教育研究法課程的教學創新歷程

Foundation for Exploration Improvement: Teaching Innovation for Courses on Educational Research Methods

過去20年來，大學課程之教學品質逐漸成為全球高等教育的發展重點。研究者反思自身所教授的教育研究法課程，發現部分學習者存在學習成效不佳、缺乏教育研究素養能力等問題。然而，教育研究法雖為教育學領域之重要課程，但教育研究法課程相關實證研究在臺灣仍屬稀少。本研究目的為改善學習者於教育研究法課程的學習困境，提升其學習成效與教育研究素養。本研究採行動研究法，並使用混合方法進行資料蒐集與分析。研究結果顯示，以教育研究素養作為教育研究法課程核心，對學習者的學習成效與態度皆具正向影響。另課程教學時數的有限，則導致教與學之間難以達到平衡。本研究結果除作為研究者下一輪教學實踐研究的設計基礎，亦可提供未來研究者或教育研究法課程的教學者，課程設計與應用之參考。

In the past two decades, the development of higher education worldwide has focused on the teaching quality of college courses. The author contemplated on the educational research methods course provided and discovered that some learners did not exhibit satisfactory learning outcomes and lacked educational research literacy. Although educational research methods are an essential course in the education field, few empirical studies on educational research methods have been conducted in Taiwan. The present study aimed to ameliorate learners’ difficulties in learning educational research methods, improve their learning outcomes, and enhance their educational research literacy. An action research method was adopted, and a mixed-method strategy was employed for data collection and analysis. The results revealed that when the educational research methods course centered on educational research literacy, the learning outcomes and attitude were enhanced. However, because the course duration is limited, a balance between teaching and learning could not be attained. The research results can serve as a basis for designing a future study on teaching practices and provide a reference for future researchers or educators to design and apply an educational research methods course.