A Study of Relationship between Elements Classificationnd Students’ Product Class Knowledge of Case Method Teaching in College Education
Date Issued
2008
Date
2008
Author(s)
Chu, Kuo-Wei
Abstract
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.f 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.
Subjects
case method teaching
product class knowledge
attractive quality
element classification
Type
thesis
File(s)![Thumbnail Image]()
Loading...
Name
ntu-97-R95741060-1.pdf
Size
23.32 KB
Format
Adobe PDF
Checksum
(MD5):3ab321c01eb169e31269bd00b98cea59