教育部近年積極推動高等教育教學實踐研究（teaching practice research, TPR）計畫，獲得來自 152 校教師響應。本研究以資料驅動的思維，利用 107 －109 年 3,699 件 TPR 計畫名稱、學門、教師職稱、校名等開放資料，透過統 計方法釐清計畫特性與隱憂、以文本探勘技術發掘關鍵語詞，並前瞻未來發 展，乃國內首度針對 TPR 的宏觀分析，對於教師申請計畫、校院規劃研習活 動、教育部政策訂定等面向均有助益。研究結果顯示：(1)每百位專任教師僅 5 －7 人申請 TPR 計畫、2－3 人獲通過；副教授與助理教授為執行主力、公校 與私校教師參與執行率雷同；綜合與技專校院關注的 TPR 學門不盡相同；7 個學門通過數量成長、5 個學門下降。隱憂為 TPR 預算及期刊論文刊載量能 有限、各學門及校院參與狀況有明顯落差；(2)由計畫名稱中篩選出 4 類、14 組熱門關鍵語詞，包括「研究標的」類之成效、動機；「計畫特性」類之整合、 創新、跨（域）；「學習能力」類之聽說讀寫、思考、程式、素養；「教學方法」 類之 PBL、數位、翻轉、合作學習、遊戲。

The Ministry of Education (MOE) recently initiated a teaching practice research (TPR) program for higher education which has drown participation of professors from 152 universities. The present data-driven study utilized the open data of 3,699 TPR projects from 2018 to 2020. The dataset includes project titles, disciplines, and information about applicants’ positions and affiliations. This research employed statistical analysis to identify TPR characteristics and issues, adopted text mining techniques to explore title keywords, and provides insights into the future development of TPR. This study represents Taiwan’s first macroscopic investigation on TPR, which could benefit instructors’ project applications, universities’ planning of TPR training programs, and MOE’s policy-making. The results reveal the following key findings: 1) The participation rate of full-time faculty members in the TPR program is low, with only 5-7 out of 100 faculty members applied and a further 2-3 being approved. Associate and assistant professors are the main contributors to TPR projects, and there is a similar project participation rate between applicants from public and private universities. Comprehensive and vocational universities targeted different TPR disciplines. While seven disciplines experienced an increase in project approval rate, five disciplines did not. Common issues identified include budget constraints and a lack of journal publishing opportunities for TPR reports. Participation rates also varies across individual disciplines and universities. 2) 14 sets of high-frequency terms, or quasi-keywords, in four categories were identified: (a) (learning) effectiveness and motivation for research targets; (b) integration, innovation, and cross-disciplinary for project highlights; (c) listening-speaking-reading-writing skills, thinking, programming, and literacy for learning competencies; and (d) project/problem-based learning (PBL), digital, flipped, cooperative learning, and gamification for pedagogical approaches.

文本探勘;教與學的學術;教學實踐研究;資料驅動

data-driven; scholarship of teaching and learning (SoTL); teaching practice research (TPR); text mining