IDEAL案例式教學法對碩士研究生自我導向學習之成效評估：以教育行政學課程為例

Evaluating the Effectiveness of the IDEAL Case-Based Teaching Approach on Self-Directed Learning for Master’s Students: A Case Study of an Educational Administration Course

本研究以碩士班研究生為對象，採混合研究設計，探討IDEAL案例式教學法結合4F系統思考圖對自我導向學習之影響。研究發現：一、學生在策略思考、反思深度與系統性思維上明顯提升，能從問題覺察進入理論整合與行動反思；二、自我導向學習態度雖呈上升趨勢但未達顯著，顯示短期課程難以促成態度內化；三、理論測驗進步有限，4F作業卻顯著成長，證實結構化反思模型能強化理論與實務連結。具體而言，本研究的主要研究貢獻是：為研究生教育提供可複製之結構化反思教學模型，建議未來發展跨階段反思作業、同儕支持系統與長期追蹤，以深化自主學習與專業實踐能力。

This study used a mixed-methods design to examine the effects of the IDEAL case-based teaching approach combined with the 4F system diagram on self-directed learning among master’s students. The results showed that: (1) students significantly improved in strategic thinking, reflective depth, and systems thinking; (2) self-directed learning attitudes increased but not significantly, suggesting short-term courses cannot easily internalize such attitudes; (3) theoretical test gains were modest, yet 4F assignment performance improved substantially, confirming that structured reflection bridges theory and practice. The main contribution of this study is a replicable structured reflection teaching model for graduate education. Future efforts should include multi-stage reflective tasks, peer-support mechanisms, and longitudinal tracking to deepen autonomous learning and professional practice.