技職教育中的實習課程是提供學生發展必備知識、技能與倫理的重要過程，藉由實習，學生才能應用、檢驗與澄清課堂上所學習到的各種理論，隨著資訊科技的發展，逐漸改變了現階段的學習型態，運用資訊科技輔助技職教育學生進行實習，已成為現今技職教育中重要且熱門的探討研究議題。
　　為達到實習課程之教學目標，且符合傳統教學之活動內容，讓學習者處在真實環境中進行有意義的學習活動已在近年廣泛地被應用在許多的學科領域。為了確立可行性，真實性學習的應用有需要不斷地進行評估及改善，才能確保學習者所進行的學習活動是有意義的，且能吸收內化為個人的建構知識，進而培養創造力、實務技能和解決現實世界所遇到的實際問題之能力。
　　本研究基於有意義學習的特徵和真實性學習情境的特點，提出一個有意義的真實性學習評估方法，為了使有意義學習及真實性學習的準則作相互關聯，本研究採用分析層級程序法來發展一個層級架構評估模式，透過此評估模式來改善真實性學習系統和學習情境，進一步提升學習者的學習成效。
　　實驗結果顯示，本研究發展的學習系統及建構的學習情境，對學生來說，資訊科技的介入並不會造成實習活動上的負擔，反而促使學習成效的提升，進而達到有意義之真實性學習的目的。對教師來說，資訊科技可減輕教師在教學上的負擔，教師只須扮演輔導者的角色，於適當的時間給予學生在學習活動上的引導、協助與回饋，進而建構符合有意義學習之真實性教學與學習之環境。

　　Practical training courses used in vocational education provide important services for students who are developing the knowledge, skills and professional ethics they will need. Through practical training, students learn to apply, verify and clarify different kinds of theories they learn in classes. The current advancements in information technology have gradually changed the forms of learning and application used with information technology. Assisting vocational students in gaining practical training has become an important vocational education issue and a hot topic for researchers.
　　In recent years, authentic situations have been adopted as learning tools in many disciplines and these situations allow students to undergo meaningful learning activities and to achieve the teaching targets of practical training courses while the course content remains consistent with the content of conventional teaching activities. However, the application of authentic learning experiences requires repeated evaluation and improvement to confirm its feasibility, to assure the learning activities undertaken by students provide meaningful experiences, and to make sure the results can be absorbed to become personal knowledge. As a result, students will be able to cultivate their creativity, practical skills, and the ability to solve problems they encounter in real life.
　　Based on the characteristics of both meaningful and authentic learning situations, this study proposes a set of measures used to evaluate meaningful and authentic learning. To make sure the criteria for the evaluation of meaningful and authentic learning are interrelated, the analytical hierarchy process was adopted in this study to develop a hierarchical framework evaluation model that was designed to improve the authentic learning system and learning situations as well as to upgrade learning results.
　　The outcome of the experiment shows that the information technology applied in the learning system and learning situations developed in this study will not create any unnecessary burden on students in their practical training activities. On the contrary, it can help them achieve the objectives related to authentic learning. For teachers, information technology can also reduce their workload in teaching and they only need to provide guidance, assistance, and feedback for students at the right time during learning activities to establish a teaching and learning environment that is consistent with meaningful and authentic learning.

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