以三國演義簡報設計教學及訓練提升學生簡報技能效益

College and workplace lay stress onthe ability of communication, expression, and oral presentation; however, owing to lacks of learning motivation and presentation skills, students' performance of oral report presentation in class often cannot achieve ideal learning effects. Literature showed that although courses on presentation skills make students realize principles and skills of oral presentation, intensive practices actually increase students' performance (De Grez, Valcke, & Roozen, 2009a). The goal of the present study was to realize the effects of arranging students to do oral presentations in the course of ＂Romance of the Three Kingdoms＂, ＂Self-report Oral Presentation Skill Scale＂ and ＂Oral Presentation Performance Rubrics＂ were utilized to assess students' performance, and pre- and post- differences were analyzed by ANCOVA and t-test. Qualitative data including reflective journals and semi-structure interview transcripts were collected to realize students' improvement on oral presentation. Results showed that students' self-rated score increased by 6.12 points (pre-test=55.68±9.42; post-test= 61.81±7.60) and peer-rated score increased by 6.03 points (pre-test= 21.60±1.22; post-test =27.63±1.86), both improved significantly. Students' subjective qualitative results, as well as course design rationale and teaching executive skills like motivation arousing, observation learning, peer-rating, and experience reflection were reported for college teachers to apply to improve students' oral presentation skills.