http://scholars.ntou.edu.tw/handle/123456789/23371 2026-04-08T19:52:29Z 2026-04-08T19:52:29Z 簡卉雯 http://scholars.ntou.edu.tw/handle/123456789/25937 2025-10-09T07:01:06Z 2024-08-01T00:00:00Z

標題: 運用合作數位說故事教學法，提升學生日語表達能力 作者: 簡卉雯 摘要: 大學非日語專攻之日語課程學生上課時數少，日語產出練習機會少，日語書寫及口語表達能力不足，並且無法使用有效的學習策略，提升自我學習成效。本計畫使用數位說故事教學法，並結合合作學習的教學模式進行教學設計，深化學生學習，希望藉此提升學生日語整體書寫與口語表達能力。具體來說，使用以學生為中心的教學法，為學生創造真實、有意義的日語學習環境，引導學生應用影像、圖片、聲音、文字創作故事。在創作故事的過程中，提高學生使用日語進行有意義的日語思考練習機會，增進接觸真實日語使用情境的契機，深化學習。同儕合作學習過程中，互助共學，降低認知負荷，增強學習成就動機，促進深度學習，並培養團隊合作解決問題的能力；同儕對話互動、經驗交流過程中，驗證並精熟日語各種表達的使用，精緻化學習，提昇日語書寫及口語之整體表達能力，促進高層次的學習。 Students in non-Japanese language majors have fewer class hours, fewer opportunities to practice their Japanese, less ability to write and speak Japanese, and are unable to use effective learning strategies to improve their learning outcomes. This study uses the digital storytelling method and the cooperative learning method as teaching strategic. Specifically, the study uses a student-centered approach to create a realistic and meaningful Japanese language learning environment for students, guiding them to create stories using images, pictures, sounds, and words. In the process of storytelling, students are given more opportunities to practice meaningful thinking in Japanese and are exposed to real-life Japanese situations. In the process of peer cooperative learning, students learn from their peers to reduce their cognitive load; in the process of interactive communication, they can verify and become more familiar with the use of various expressions, and improve their ability to express themselves in Japanese.

2024-08-01T00:00:00Z 曾聖文 http://scholars.ntou.edu.tw/handle/123456789/25936 2025-10-09T07:00:04Z 2024-08-01T00:00:00Z

標題: 能源知識、公益參與及能源轉型態度：大學課程中的社會學習體驗 作者: 曾聖文 摘要: 在實現2050年淨零碳排目標的過程中，綠能是促進臺灣能源轉型的重要戰略產業。然而，許多推動綠能發展的負面新聞，衝擊社會大眾對於臺灣發展綠能的態度，甚至失去信心（負向循環）。相對的，也有許多企業在推廣綠能的過程中，搭配公益服務、回饋社區等活動，獲得社會大眾與社區居民的支持，進而提升社會大眾對於發展綠能的態度（正向循環）。能源知識是影響能源態度的重要因素之一，尤其在大學的能源教育中，通識（博雅）課程不僅能從跨領域的角度學習能源知識，更能引導學生反思推動綠能與人類社會的互動影響。基於以上的背景分析，本計畫的研究問題是：從正向循環的觀點，在通識課程中導入參與公益活動的社會學習體驗單元，對於大學生綠能知識與能源轉型態度間的關係是否有影響？本研究發現在課程中導入公益活動，有助於提升學生的能源知識，促進學生對於能源轉型及公益參與的正面態度。本計畫所屬課程執行公益活動及太陽能發電站考察，不僅提升學生的綠能實務知識，活動發布之新聞更能提升計畫效益及社會影響力。 During the process of realizing Taiwan’s 2050 net-zero carbon emission goal, green energy stands as a pivotal strategic industry driving Taiwan's energy transition. However, numerous negative news stories surrounding the promotion of green energy development have significantly impacted public perception in Taiwan's green energy prospects, potentially resulting in a loss of confidence and creating a detrimental cycle of negativity. In contrast, numerous enterprises, while promoting green energy, have engaged in activities such as charitable initiatives and giving back to the community. This approach has garnered support from both the general public and local communities, thereby fostering a positive cycle that enhances the social attitude toward green energy development. Energy literacy has been identified as a significant determinant in the attitudes toward energy, particularly within tertiary-level energy education. Liberal arts course not only facilitates the acquisition of energy-related knowledge but also guides students in reflecting on the interactive impact between the promotion of green energy and human society. Based on the above background analysis, the research question of this project is: from a positive cycle perspective, does the introduction of social learning experiences involving engagement in philanthropic activities within general education courses influence the relationship between green energy knowledge and the attitude toward energy transition among university students? This study finds that introducing philanthropic events into the course can help improve college students' energy knowledge and promote college students' positive attitude towards energy transition and philanthropic engagement. The courses of this project implement philanthropic events and solar power station inspections, which not only improve college students' practical knowledge of green energy, but also the news released by the events can enhance the benefits and social influence of the project.

2024-08-01T00:00:00Z 鄒文雄 http://scholars.ntou.edu.tw/handle/123456789/25935 2025-10-09T06:59:12Z 2024-08-01T00:00:00Z

標題: 「手到心到」跨領域學習：Python程式設計之應用 作者: 鄒文雄 摘要: 本研究旨在設計為非資訊科技相關科系學生設計的創新程式設計課程，並探索跨領域學習的實施方式，特別是在生物醫學與人工智慧領域中的應用。隨著十二年國教的實施，程式設計已成為現代教育中不可忽視的一環。然而，許多非資訊工程背景的學生缺乏程式設計基礎，使程式設計成為其學習障礙，並限制其在跨領域學習中的應用潛力。本研究透過專案導向學習、數位學習、鷹架教學等方法，設計一套結合Python程式語言與人工智慧應用的課程，旨在提升學生的程式設計能力、自我效能與學習動機。此外，為達本研究目的，本研究發展了三分量表以評量大學生的程式設計經熟經驗、自我效能與心向。在實驗教學方面，本研究採非隨機控制組前後測設計，進行為期18週的「手到心到跨領域學習」實驗課程。研究參與者共69位這大學生(實驗組37人，控制組32人)。研究結果顯示，本研究所發展的量表均具有良好信度與效度。實驗課程設計中的「手到心到學習」理念及跨領域整合策略，能有效促進了非資訊工程相關系所學生的程式設計能力與自我效能。透過此實驗課程，學生也提升了其批判性思維、團隊合作和問題解決能力。此外，透過融入人工智慧的專案導向學習，學生更強化其對程式設計原理的理解以及實際應用的能力。總之，本研究所發展的提出的創新教學策略與教學模式，也提出了跨領域學習在提升非資訊工程背景的學生學習動機與能力中的可能性，亦可作為未來教育模式發展的參考。 This study aims to design an innovative programming course tailored for students from non-information technology-related disciplines and to explore the implementation of interdisciplinary learning, particularly in the fields of biomedical science and artificial intelligence. With the implementation of the 12-Year Basic Education Curriculum, programming has become an essential part of modern education. However, many students without a background in computer science lack foundational programming skills, making programming a learning barrier and limiting their potential in interdisciplinary applications. This study adopts methods such as project-based learning, digital learning, and scaffolded instruction to design a curriculum integrating the Python programming language with AI applications. The goal is to enhance students’ programming skills, self-efficacy, and learning motivation. To achieve this aim, three inventories were developed to assess college students’ programming mastery experience, self-efficacy, and mindset. In the experimental teaching phase, a non-randomized pretest-posttest control group design was used to conduct an 18-week “Hands-on and Hearts-on Interdisciplinary Learning” experimental course. A total of 69 college students participated (37 in the experimental group and 32 in the control group). The results indicated that the inventories developed in this study demonstrated good reliability and validity. The "Hands-on and Hearts-on Learning" and interdisciplinary integration strategies embedded in the course design effectively improved the programming abilities and self-efficacy of students from non-computer science backgrounds. Through this experimental course, students also enhanced their critical thinking, teamwork, and problem-solving skills. Furthermore, by integrating project-based learning with AI, students gained a deeper understanding of programming principles and improved their practical application skills. In conclusion, the innovative teaching strategies and instructional model proposed in this study demonstrate the potential of interdisciplinary learning to enhance the motivation and abilities of students without a computer science background, offering valuable insights for the development of future educational models.

2024-08-01T00:00:00Z 簡卉雯 http://scholars.ntou.edu.tw/handle/123456789/25919 2025-10-09T06:41:59Z 2023-08-01T00:00:00Z

標題: 任務型語言教學法結合協同學習提昇學生日語口說能力 作者: 簡卉雯 摘要: 大學非日語專攻之日語課程學生，上課時數少、日語產出機會少，口說應用能力不足。本計畫使用「任務型語言教學法 (task-based language teaching)」以及「協同學習（collaborative learning）」為課程設計理論基礎，引導學生使用目標語言完成指定的「任務」過程中，將所學的語言技巧運用於各種不同情境，提昇語言使用機會；並同儕間協同學習、互助共學，發展語言應用能力，增進溝通與問題解決的能力，讓同學在不斷反覆經驗過程中，驗證及精熟語言各種表達，強化語言應用技巧。 Students in non-Japanese language courses at the university have fewer classroom hours, fewer opportunities to produce Japanese, and are less able to apply Japanese speaking skills. This study uses task-based language teaching and cooperative learning methods to guide students to use the target language to achieve the task goal, apply the language skills they have learned in various contexts, and then enhance their opportunities to use the language. They will also learn together with their peers, develop their language application skills, and improve their communication and problem-solving skills. In addition, students will be able to refine their language expressions and strengthen their language application skills through repeated experience.

2023-08-01T00:00:00Z