課程以專案式學習（ Project-based learning）方式進行問題求解與探索，整合BOPPPS教學模式與ARCS學習動機模式於課程模組。本研究使用行動研究為工具，透過規劃、行動、觀察、反省及重新規劃等循環過程進行課程調整，並於過程中觀察自我效能程度不同之學生其學習情況。研究結果發現: (1)透過行動研究工具的整合，讓課程更能了解學生各單元實際授課需求，藉以調整課程內容與安排。(2)各教學單元以分組專題式學習，使學生更能達到相互學習與激勵之效果。(3)單元之教學模組整合BOPPPS教學模式與ARCS學習動機模式之概念，更能引發南華大學學生的學習興趣與注意並提升其學習成效。(4)教學中引入Moodle數位教學平台與Zuvio之數位教學工具，結果發現不同的數位教學媒體使用，更能吸引學生學習注意。最後，(5)透過學生的學習回饋，發現此教學模式相較傳統模式更能引發學生之學習興趣與學習成效。 The course is inspired by project-based learning for problem solving and exploration; an integrated teaching model that combines the BOPPPS teaching model and the ARCS model is proposed for course designing. This study employs action research as a tool to adjust courses through cyclic planning, action, observation, reflection, and re-planning and also evaluates the learning of students with different levels of self-efficacy through this process. The findings of this research are as follows: (1) By integrating action research, course content can be adjusted to better cater to the actual needs of students in each unit. (2) Teamwork was identified as an effective approach for students to learn and encourage each other. (3) The design of this course combines the concepts offered by the BOPPPS teaching model and the ARCS model; thus, students' interest and attention can be stimulated and learning can be improved. (4) Using the Moodle and Zuvio platforms, it was found that different teaching media help attract students' attention. (5) Lastly, based on student feedback, this teaching model was more effective in stimulating students' learning interest and in improving learning, as compared to traditional teaching models.
