本研究為技術學院教師以合作學習之教學策略進行「設施規劃」教學過程的檢討與反思改進；並以專業的對談方式進行教學的「觀察、回饋、反思、修正」之行動研究的歷程。
　　本研究是以「教學計畫安排」、「班級經營規劃」、「學習氣氛營造」、「多元評量運用」作為教學效能評量的四個指標。結果在「教學計畫安排」方面是課程規劃能符合學生之學習需求、運用設施提升規劃技能；「班級經營規劃」是班級經營提升學生之學習信心、即時鼓勵有助於教學進行；「學習氣氛營造」是學習氣氛增進溝通技巧、鼓勵學生分享有助於提高學習興趣及幫助抽象概念的了解；「多元評量運用」則是多元評量增進學生學習興趣、善用評量之結果與適時回饋學生有助於學習表現。
　　本研究除了應用行動研究於改善教學外，更幫助教師在教學效能方面的提升。最後，根據本研究的結論，具體提出一些對教師及未來相關研究的建議。

　　This study utilizes cooperative learning to inspect the process of the teaching of facility planning, and it precedes professionally the process of action research through teaching observation, feed-back, self-examination and modification.
　　This study uses “the arrangement of teaching program”, “the construction of learning atmosphere”, “the planning of class management” and “multiple evaluation” as four indexes to measure the teaching effectiveness. The results show that: “In the arrangement of teaching program”, the program design can conform to the learning requirement of students, and raise the operational technique of students by using equipment. “In the construction of learning atmosphere”, the learning atmosphere can promote the communication skill, encourage students to share what they have learned to increase learning interest and help students to understand the abstract concept. “In the planning of class management”, class management can increase students’ confidence in learning, and prompt reward is helpful to teaching. “In multiple evaluation applications”, multiple evaluations can increase the learning interest of students, and good utilization of the evaluation result can properly feed-back the learning performance of students.
　　This study not only applies the action research to improve teaching, but also increase the professional growth of researcher. Finally, based on the conclusion, some specific and concrete suggestions were proposed to teachers, school administration, and future researchers.