| 摘要: | 在現代教育環境下，教學模式正逐漸從傳統的被動學習轉向以學生為中心的主動學習策略，以激發學生在傳統學習模式中參與課堂活動面向的不足，因此，例如：問題導向學習 (Problem-Based Learning, PBL) 和團隊導向學習 (Team-Based Learning, TBL) 等教學法因應而生，透過加入真實問題的討論和小組團隊合作模式，促進學生主動學習並提升其問題解決能力。專業技術的傳承大多仰賴實驗課程上的經驗教學 (示範後進行操作)，因此學生的角色大多居於被動學習和缺乏團隊合作的機會。
有鑑於此，本研究導入TBL學習模式在牙科專業實作課程中，研究對象為本校牙體技術學系大學部二年級的學生，透過TBL導入牙科陶瓷技術學實驗課程，期望學生能在實作課程中增加自主學習模式，同時透過團隊合作和溝通能力在面對問題時懂得如何找尋解決方案。課程設計部分以陶瓷融合金屬 (Porcelain fused to metal, PFM)冠製程的重要階段：一、金屬完成線的設計；二、瓷粉堆築；三、染色上釉等導入TBL教學活動。每次教學活動都包含課前預習、個人測驗 (Individual Readiness Assurance Test, IRAT)、團體測驗 (Team Readiness Assurance Test, TRAT) 以及延伸問題討論，將個人測驗、團體測驗作為評估，課程最後以學生自評進行整體教學成效。研究結果顯示，透過TBL教學，學生在個人測驗中表現較弱的題目部份，經過團體測驗後其答對率顯著提高，在整體教學成分部分，學生自評認為此教學模式的實施對於實務課程上的知識吸收、問題解決和團隊合作面向皆有顯著提升。基於以上成果，顯示團隊合作和互動性在教學中扮演重要角色，有助於促進學生在知識理解上的深化。
透過此次TBL在牙科專業技術實作課程中的教學成效，有助於作為後續專業領域課程改變教學現場的參考依據。
In the modern educational environment, teaching methods are gradually shifting from traditional passive learning to student-centered active learning strategies to address the shortcomings of student engagement in conventional learning modes. Consequently, teaching methods such as Problem-Based Learning (PBL) and Team-Based Learning (TBL) have emerged. These methods incorporate real-world problem discussions and group teamwork models to promote active learning and enhance students' problem-solving abilities. The transmission of professional technical skills largely relies on experiential teaching in laboratory courses (demonstration followed by operation), thus students often remain in a passive learning role with limited opportunities for teamwork.
In light of this, this study introduces the TBL learning model into practical dental courses. The subjects of the study are second-year undergraduate students from the Department of Dental Technology at our university. By incorporating TBL into the Dental Ceramic Technology Laboratory Course, we aim for students to increase their self-directed learning and to understand how to find solutions through teamwork and communication when facing problems. The course design integrates key stages of the Porcelain Fused to Metal (PFM) crown process: 1) design of the metal finish line, 2) porcelain stacking, and 3) staining and glazing into TBL activities. Each teaching activity includes pre-class preparation, Individual Readiness Assurance Tests (IRAT), Team Readiness Assurance Tests (TRAT), and extended problem discussions. Individual and team tests are used for evaluation, and the overall teaching effectiveness is assessed through student self-evaluation at the end of the course.
The results indicate that through TBL teaching, students' accuracy in questions they performed weakly on in individual tests significantly improved after team tests. Overall, students' self-evaluations showed that the implementation of this teaching model significantly enhanced knowledge absorption, problem-solving, and teamwork skills in practical courses. Based on these results, it is evident that teamwork and interactivity play crucial roles in teaching and contribute to the deepening of students' understanding of knowledge. The effectiveness of TBL in this practical dental technology course provides a useful reference for future practical courses in professional fields. |
