本研究以Nonaka 於1995年提出的知識螺旋理論為研究基礎，設計知識管理教學模式，讓學生以邊學邊做的方式瞭解知識創造方法，並透過一些課程活動設計讓學生體會如何進行腦力激盪，藉以加深學生對知識管理之認識。研究以問卷調查為主要工具，並以相對樣本T檢定方法，觀察學生學習成效是否有顯著差異，另以混合式問題設計針對Nonaka的知識螺旋理論利用因素分析，找出適合學生學習知識管理的指標，提供未來教學改進。研究結果顯示研究者的教學方法，於學生選課前後的學習成效均達到顯著，此結果表示研究者利用知識螺旋理論進行教學是能有效提升學生之學習成效。 This research is based on Knowledge Spiral Theory presented by Nonaka in 1995. A teaching mode is designed to facilitate students who are able to comprehend approaches of personal knowledge creation. Through activities, students can completely realize knowledge creation as well as further acquaint with knowledge management.The Paired-Samples T Test is used to survey students if there is any apparent difference of students’ learning effect. And compound questions are designed to find out the most appropriate way to improve on learning and teaching. In conclusion, this research is aimed to approve that applying Knowledge Spiral Theory on teaching would increase students learning effect.
