研究證實BOPPPS 教學模式是「有效果」、「有效率」、「有效益」能提升學生積極參與課堂的有效教學，能幫助教師在教學歷程中精進教學，提升教學效果。研究者任教於科技大學通識中心，教授古典文學課程，為解決傳統古詩文教學的艱深無趣，增進學生的有效學習，因此，研究者採BOPPPS 教學模式於通識古典文學課程進行教學實踐，旨在提升學生的學習投入。以南部某科技大學人文藝術領域通識課程的36 名學生為研究對象。研究場域在通識教育中心課堂，並以一學期的「蘇軾飲食文學的現代創意」課程為研究範圍。本研究以相依樣本 t 檢定和效果量進行統計分析，研究工具為古典食文學學習成就測驗前後測及大學生學習投入前後測問卷。研究發現，學生接受「BOPPPS」教學模式後：（1）於「古典食文學課程」學習成就測驗成績得分上達顯著進步；（2）大學生學習投入在「情感」、「態度」及「互動」得分上皆達顯著水準，效果量介於0.38-0.58，而在「技巧」與「表現」得分上未達顯著水準。希冀本研究結果能夠提供人文藝術領域的通識課程在教學與實踐研究之參考。

Research has shown BOPPPS (bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary) to be an effective, efficient, and beneficial teaching model that encourages students' active participation in learning. BOPPPS is a pedagogical structure that has been proven effective in helping educators evaluate their teaching methods, so that corrections and/or improvements can be made, and thereby enhance their teaching efficacy. The researcher of this study teaches classic literature in the Liberal Education Center at a university of science and technology in Southern Taiwan. In order to break through the abstruseness and tediousness of the traditional way of teaching ancient poetry and prose, to improve students' learning efficacy, and to elevate student engagement in learning, this researcher implemented BOPPPS in teaching classic literature courses in the Liberal Education Center. The participants of this study were 36 students from a classical arts and humanities course in the Liberal Education Center. The experiment took place during one-semester of the "Modern Creativity: Su-Shi’s Literature on Food and Drinks" course. Data analysis was conducted using SPSS 23.0 to perform paired sample t-tests and to calculate effect sizes. The survey used in this study was the Classical Food Literature Learning Achievement survey, which was administered to students at the beginning and upon completion of the course. This survey evaluated the students’ level of engagement, achievement, skills, and performance during the course. The results showed that upon completion of the course using the "BOPPPS" teaching model, the students (1) significantly improved their Classical Food Literature learning achievement scores; (2) significantly improved their level of engagement in the categories of “emotion”, “attitude”, and “interaction” with effect sizes ranging from 0.38 to 0.58. However, the results also showed a lack of significant improvement in the “skills” and “performance” categories. The researcher proposes that this study could act as a reference for guiding instruction and research methodologies for assessing students’ learning and engagement in similar classic literature courses in the future.

BOPPPS 教學模式; 古典文學課程; 通識課程; 學習投入

BOPPPS; classical literature course; liberal education; learning engagement