摘要
科技的進步，一般式的傳統教學方法已經很難吸引學生注意，依據文獻探討可以得知使用專題導向學習模式能讓學生擁有計畫策略、蒐集資料、腦力激盪與解決問題之能力達到有效的學習，提升學生學習的興趣之外亦兼顧解決問題的能力。因此，本研究之主要研究目的為分析透過引導式與自主式專題導向學習，在技術型高中機械科學生是否能夠提升學習興趣，藉此達到提高學習成效。為達研究目的，本研究為驗證性測實驗設計。研究將進行長達八週之實驗教學，蒐集學生學習表現及研究問卷作為研究資料。本研究之主要研究結論為，引導式與自主式專題導向學習在學習態度與自評學習成效有顯著差異，因學生本身就有良好的學習態度，在自行規劃進度的教學上會變得更有責任感，也因為必須自行解決遇到的問題在技能的提升上也達到很大的進步，推估此為讓自主式專題導向學習學生學習態度與自評學習成效進步達顯著差異之原因，整體而言自主式專題導向學習對於技術型高中機械科學生學習成效有正向提升。

關鍵字：引導式專題導向學習、自主式專題導向學習、機械科、學習態度、自評學習成效。

Abstract
Conventional teaching methods would not engage students’ attention. The previous study proposed that project-based learning would encourage students’ decision making, brainstorming, collect data, and problem-solving to fulfill meaningful learning and improve their problem-solving skill. Thus, the present study aims to explore whether guided and self-directed project-based learning would enhance students’ learning interest and Self-evaluated learning performance or not. The research method of the present study is one-shot case study. The project-based learning curriculum is arranged for eight weeks. After that, a questionnaire and Self-evaluation of learning performance would be collected. The main research results revealed that there was no significant difference in learning attitude, but significant in Self-evaluated learning performance between guided and self-directed project-based learning group. Additionally, the learning performance of self-directed project-based learning group had a better Self-evaluated learning performance.

Keywords: Guided Project-Based Learning, Self-Directed Project-Based Learning, Mechanical Engineering, Learning Attitude, Self-Evaluated Learning Performance

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