本研究目的在?解自我導向教學法(SDL)運用在餐廳實習課程的成效，故以?動研究模式針對元培技術學院餐飲管?系三?級修習團體膳食製備實習課程的學生為研究對象，採用問卷調查法、訪談法與觀察法，並輔以學生的課後報告與教師研究日誌，進一步瞭解學生在自我導向教學下的學習成效。結果發現學生在透過SDL 的教學後，在認知、情意、技能三方面的學習態?與效果有顯著相關。在訪談中亦發現學生會主動去發覺顧客需求以及解決顧客問題，同時可增進人際溝通技巧，因此本研究建議自我引導學習是餐?高等教育學生必備的能?，此技能能使學生具備獨?、批判思考能?，以及創造?與人際關係。

The aim of this research is to understand the application of self-directed learning in teaching of restaurant lab in hospitality education. This study was conducted in the restaurant lab in Yuan-Pei University during the first semester of the year 2006 by utilizing the action research model (a four months project from September to December). In order to understand the students' learning context of applying SDL in restaurant lab, data collection was from multiple sources, which involved questionnaire, interview and observation, and assisted with the lab assignment from the students and the daily records from the teachers. The results showed significant correlation between cognitive, affective and also psychomotor domain after implementing self-directed learning skills at the course of restaurant lab. It is suggested that self-directed learning is an essential ability for Hospitality higher education students; it can equip them with skills for independent learning, critical thinking, creativity and personal relationship.