本研究呈現慈濟技術學院「慈濟人文」影像展導覽學習任務對學生在非專業科目學習，團隊情感，學習態度和認識慈濟志業的滿意度，並檢討班級之間學習表現的差異。文獻探討實作評量（authentic assessment），合作學習（cooperative learning），以及跨領域課程教學（interdisciplinary curriculum and instruction）。研究取樣慈濟技術學院九十八學年第一學期五專二年級4班和二技一年級2班。研究取材學生問卷和學習報告，以及評審老師評分和講評。問卷卡方檢定發現各班在「非專業科目學習」、「學習態度」和「認識慈濟志業」學習目標滿意度上有顯著差異，但「團隊情感」學習目標滿意度無顯著差異。另統計各班導覽報告有關「情意習得」陳述亦佔多數，因此結論導覽實作評量有助團隊情感和情意學習。此外問卷開放式問答普遍反應學習過程中「資料取得」的困難和「反覆練習」來克服導覽任務的困難。導覽解說表現優異的班級在問卷「情意習得」滿意度比例偏高，其書面報告「情意習得」的陳述亦高於其他班級。研究建議導覽實作評量適合對學生進行「人際關係」和「情緒智能」的反思研究，進而強化知識習得和學習態度。 This study presented a report of interdisciplinary learning for Tzu Chi Humanities Image Exhibitions at the Tzu Chi College of Technology, where students performed a learning task as an exhibition image interpreter. The purpose was to examine the task impact on students’ perceptions of non-professional academics, teamwork spirit, learning attitudes, and knowledge of Tzu Chi missions. Literature regarding authentic assessment, cooperative learning, and interdisciplinary curriculum and instruction was reviewed. Four second-year classes from the five-year nursing program and two junior classes from the upper division nursing program participated in the study during the fall semester of 2009. Sources of data included feedback surveys and writing reports, as well as the evaluators’ scores and comments. Analyses confirmed that all six classes showed no significant differences in teamwork spirit. However, there were significant differences in the other three learning objectives of perceived non-professional academics, learning attitudes, and knowledge of Tzu Chi missions. In addition, participating students’ written reports revealed further comments on affective learning acquisition in terms of teamwork spirit and emotional reflection. Superior evaluation scores were attributed to one particular class, whose comments on affective learning acquisition outnumbered the other classes. The findings offered conclusions regarding the impact of authentic assessment for exhibition interpreters on teamwork spirit and affective learning acquisition. This study suggested that more in-depth reflections be tailored into the learning task of exhibition interpreters on issues of interpersonal relationships and emotional interactions, which would benefit knowledge acquisition and learning attitudes.
