大學教育個案教學法要素分類與學生產品知識關係之研究

Abstract

台灣的高等教育近年來高度擴張，但是其中始終有幾項問題無法有效的解決，第一，許多學生在專業知識與實務經驗間存有鴻溝，無法將所學理論在實務面上有效發揮，第二，缺乏團隊合作、分析與批判的能力，如何改善此一問題，讓教學單位在教育品質上有所提升，成為目前國內各大專院校竭力發展的方向，於是部分學院便開始引入一項國外的教學方式：個案教學法（Case Method Teaching）期望該教學法能夠彌平這些落差。該教學方式由美國哈佛法學院於1870年率先使用，後由哈佛商學院於1907年引進商業管理教育當中，個案教學法的多元化與互動性，成為國內各商管學院爭相推行的新教學方式。 若要發揮個案教學法的教學成效，必須要學生方面積極的配合，學生對於個案教學法的瞭解程度，將對該教學法的教學成效產生極大的影響。除此之外，學校資源的不足，也使得教學單位無法提供全部個案教學法所需要的教學要素與內容，因此掌握學生對個案教學法教學要素的看法以及學生在學習過程中不同階段所重視的項目，對教學單位來說非常重要。 本篇研究從學生的主觀角度出發，利用個案教學法的教學要素，取得學生對這些教學要素的主觀看法與分類，並配合產品知識（Product Class Knowledge）與魅力品質理論（Attractive Quality），希望能藉此獲知學生對於個案教學法的瞭解與認知。 本研究以問卷形式進行調查，並透過國立台灣大學管理學院的學生協助作答，以SPSS統計軟體作數據分析，最後得到以下結果。一、具備不同程度個案教學法相關知識的學生，對於個案教學法要素具有不同的看法與認知。二、若具備不同的知識程度與學生對要素的分類有關，此兩者的關係與Kano所提的理論部分相符。三、個案教學法相關知識與學生參與個案教學法課程的時間、接觸次數具正向關係。四、學生對於整體個案教學法與教學要素在分類上是具有一致性的。 研究結果使得教學單位能夠深入瞭解學生對於個案教學法的認知，可針對學生所處的不同知識階段提供不同的個案教學法要素方案，並投入資源改善其相對重視之教學要素。也可在教育資源日漸緊縮的情況下，配合線性規劃模式，有效率的配置教育資源，以有限的資源投入，完成最大的品質提升，對於不管是教學服務提供單位或學生來說，都是一個雙贏的結果。

There was a highly growth of higher education in Taiwan, but there still were two problems which were not been solved efficiently. The first, there is a gap between theories and practices, and students can’t apply these theories to practices very well. The second, students lack capabilities of cooperation, critical and analytical. How to make a solution to these problems and how to improve the quality of higher education are the two important goals for many schools in Taiwan. Some of these schools introduce a new teaching method been called Case Method Teaching, and hope it can make some improvement for these difficulties. The Harvard Law School applied this method first in 1870, and the Harvard Business School followed in 1970. This method was push by many colleges in Taiwan because of its interaction and interesting. If the teacher want to do the method justice, it is very important for students’ close cooperation. The degree of students’ knowledge about it will affect the performance of this method very much. Aside from, resource of the school is not sufficient, so it is very important for schools to know how students think and what students need in every level. This research based on students’ subjective thought and got their classification and perception of some teaching elements. Applying Attractive Quality and Product Class Knowledge theories, this research hope it can get students’ thought and perception. This research collected data by using questionnaire, and asked some students in management school to answer it. Processing by SPSS software, this research got some conclusions. First, the students who classified differently to an element would be different level of the product knowledge. Second, if there was a clear relationship between students’ knowledge and classification, its patent would be fit to Kano’s theory. Third, the product knowledge is positive correlated with time and access times. Finally, it is consistent for students to classify the whole teaching method and unique element.