兼容專題、問題和探究導向學習的總整課程，幾乎已成為工程（或科技）取向班制的必修畢業課程，且修課學生常分成多個組別、由多位教師帶領，因而引發「不同教師教學策略差異，對學生學習成效有何影響」的問題。為解答此一問題，本研究針對某大學已實施多年總整課程的科技系，透過教師深度訪談問卷、學生自評核心能力表現問卷及學生訪談問卷進行資料蒐集與分析。結果發現：一、教師的教學策略類型可分為著重學生經驗擴展、設計思考和同儕協作；二、第一類型（經驗擴展型）教學策略就學習動機、上課時間及學習成效三方面，在學生知覺與教師期望兩方面有明顯落差，其他兩類型策略在各方面則無教與學上的落差；三、不同類型教學策略的學生學習成效，由高而低序大致為第三、第二和第一類型，但採第一、三類型策略教師都強調學生主動學習態度高度影響學習成效。

The capstone course including project-, problem- and inquiry-based learning has become a required graduation course for engineering- or technology-rich programs. The students in this course are often divided into groups and supervised by multiple teachers. What are the influence of teaching strategies on learning effectiveness? In order to answer this question, this study interviewed the teacher and the students, and surveyed the students’ self-assessed core competence. The results showed that: (1) The teaching strategies of the group supervisors can be divided into three types: Type I--student experience expansion, Type II--student design thinking and Type III-- student peer collaboration; (2) Only Type I strategy showed gap between student’s perception and teacher expectation in terms of learning motivation, class time and learning effectiveness; and (3) The learning effectiveness of students with different types of teaching strategies can be roughly ranked, in descending order¸ as: Type III, II and I. However, the teachers adopting Types I or II strategy claimed that students' active learning attitudes had high impact on learning effectiveness.