http://scholars.ntou.edu.tw/handle/123456789/23374 2026-04-08T12:48:46Z 2026-04-08T12:48:46Z 吳俊毅 http://scholars.ntou.edu.tw/handle/123456789/25934 2025-10-09T19:00:30Z 2024-08-01T00:00:00Z

標題: 實施去中心化與適性策略於EMI工程科目：以流體力學課程為例 作者: 吳俊毅 摘要: 新世代學生具有多元學習特質，傳統講述式教學法運用於工程課程中已面臨嚴峻的挑戰。本計劃設計去中心化且滿足學生多元學習特質的課程，以協助學生適性學習。在英語爲媒介授課(EMI)的情境下，除了因應新世代學生的多元學習特質，亦協助學生在以英語為授課媒介的環境下學習，並提升學生整體學習動機態度，故規劃整合了翻轉教室、探究式學習與問題導向教學法的創新課程方案。該課程透過三種教學法進行：（1）翻轉教室(Flipped-classroom)：將課程內容理論講解拍攝成影片，提供學生可依自我學習情況於課程進行前學習，於課堂中則讓學生透過影片學習所具備知識進行課程內容探究與應用。（2）探究式學習（Inquiry-based Learning）：鼓勵學生主動探索，於課堂中安排實作之學習活動。（3）問題導向教學(Problem-based Learning)：於課堂中利用實際案例，予於學生能結合已具備知識去著手解決問題。整合上述教學法的設計，期在以英語為媒介教授工程課程的環境下，提高學習效果並培養批判思考與協作能力。本研究於整體課程進行後運用量化研究方法探究了解學生對此規劃之創新教學法的接受度、回饋，以及其學習成效差異。透過本研究的研究結果，期能提供新世代多元學習特質的學生更能於工程類學科學習適性發展，以培育未來不可或缺的工程人才。 Students of the new generation exhibit diverse learning characteristics, rendering traditional expository teaching methods increasingly challenged in the context of engineering courses. This project designed a decentralized curriculum that catered to the multifaceted learning traits of students, thereby facilitating adaptive learning. In the context of English-medium instruction (EMI), this program not only addressed the diverse learning characteristics of the new generation but also supported their acclimation to learning in an English-language instructional environment, enhancing their overall motivation and attitude toward learning. Consequently, the plan integrated an innovative curriculum that combined flipped classroom methodologies, inquiry-based learning, and problem-based teaching. We implemented the curriculum using three distinct pedagogical approaches: (1) Flipped Classroom: Theoretical content was delivered through pre-recorded videos, allowing students to engage with the material at their pace before classroom sessions, where they applied the knowledge gained from the videos to explore course content. (2) Inquiry-Based Learning: Students were encouraged to actively explore, with hands-on learning activities integrated into the classroom. (3) Problem-Based Learning: Practical cases were utilized, enabling students to apply their knowledge to problem-solving tasks. The amalgamation of these teaching methods aimed to enhance learning outcomes and foster critical thinking and collaboration skills in an English-medium engineering course setting. This study employed quantitative research methods after course completion to explore and understand student acceptance, feedback, and learning outcome disparities associated with this innovative pedagogical approach. The findings are expected to provide insights into how students with diverse learning characteristics can be better supported in their adaptive development in engineering disciplines, thereby nurturing the indispensable engineering talent of the future.

2024-08-01T00:00:00Z 何靖國 http://scholars.ntou.edu.tw/handle/123456789/25933 2025-10-09T19:00:24Z 2024-08-01T00:00:00Z

標題: 提升課堂學生的學習動機與學習成效具體作法-以非傳統加工為實踐課程 作者: 何靖國 摘要: - 工程專業是國家競爭力的重要指標，機械製造課程為機械工程學系的必修課程。 - 計畫獨立出非傳統加工課程，作為實踐課程。 - 提出六種主要解決策略以提高學習動機與學習成效： 1. 在課堂上展示產業界加工方法的影片，減少講述法，幫助學生集中精神。 2. 尋找相關線上教學影片，設計翻轉教室，促進自主學習，隨時隨地學習。 3. 鼓勵學生根據興趣進行小組討論與報告。 4. 改善課程講義，使用關鍵字協助學生思考，建立鷹架。 5. 善用同儕回饋，促進同學間的互相學習與成長。 6. 邀請業界專家參與課程，幫助學生掌握產業動態。 - 透過前後測問卷、期末專題成果、業界講師互動及考試成績等數據分析，證實計畫能有效提高學生的學習動機與成效。 Engineering is a crucial factor in national competitiveness, with mechanical manufacturing courses essential for mechanical engineering undergraduates. - A project aims to separate a non-traditional machining course from other mechanical manufacturing courses to enhance practical learning. - Six solutions are proposed to boost learning motivation and effectiveness: 1. Use videos of industrial processing methods in class instead of traditional narrative methods to maintain student focus. 2. Implement flipped classrooms with online teaching videos, allowing students to learn at their own pace and confirm understanding during class. 3. Encourage group discussions and presentations on preferred processing methods to foster engagement. 4. Enhance course handouts with keywords to aid student comprehension and scaffold learning. 5. Utilize peer feedback to leverage the influence of peer learning alongside teacher instruction. 6. Involve industry professionals in the course to provide insights into current industry trends. - The effectiveness of these strategies will be assessed through pre- and post-test questionnaires, project results, industry lecturer interactions, and exam performance, aiming to improve student motivation and learning effectiveness.

2024-08-01T00:00:00Z 李基毓 http://scholars.ntou.edu.tw/handle/123456789/25932 2025-10-09T06:55:43Z 2024-08-01T00:00:00Z

標題: 數字的海洋，透過專題導向學習整合理論與技術以建構海洋工程基礎教育 作者: 李基毓 摘要: 數值分析為利用數值近似演算法來求解數學問題的科學，它雖然並非傳統基礎工程科目，也不在國內國家技師及相關公務人員考試科目內，但其重要性已是現今工程師無法忽視的一門學科。工程師必需針對電腦模式跑出來的數值結果了解其限制性及正確性，才能對其負責之工程專案做出合理的判斷與結論，以保障人民的生命財產與安全。但由於對相關課程關聯性缺乏理解以及知識技術轉化困難，許多學生在學習過程中往往無法掌握並於失去學習興趣。本計畫嘗試利用專題導向學習 (Project-Based Learning)整合鷹架理論 (Instructional Scaffolding)來降低學生認知負荷並協助學生一步一步建構數值分析方法於海洋工程應用上的基礎理解，同時強化海洋工程基礎教育。最後擬以自我效能量表以及學習與讀書策略量表作為後續相關成果之分析與討論。 Numerical analysis is the science of solving mathematical problems using numerical approximation algorithms. Although it is not a traditional primary engineering subject and is not included in the national examination, its importance has been a subject that engineers nowadays cannot ignore. Engineers need to understand the limitations and correctness of the numerical results generated by computer models to make reasonable judgments and conclusions on the engineering projects they are responsible for to protect people's lives, properties, and safety. However, due to the lack of understanding of the relevance of related courses and the difficulty in transforming knowledge and skills, many students often fail to grasp and lose interest in the learning process. This project attempts to use project-based learning with the integration of instructional scaffolding to reduce students' cognitive load and help them step by step to construct a basic understanding of the application of numerical analysis methods in ocean engineering, and at the same time, to strengthen the primary education of ocean engineering. Finally, the self-efficacy scale and the learning and study strategies inventory will be used to analyze and discuss subsequent related results.

2024-08-01T00:00:00Z 林正凱 http://scholars.ntou.edu.tw/handle/123456789/25931 2025-10-09T19:00:36Z 2024-08-01T00:00:00Z

標題: 翻轉教室暨探究式教學法和MSP-EXP430FR2355科學教具於微處理機概論課程之研究 作者: 林正凱 摘要: 本研究聚焦於「微處理機概論」課程之學習成效，該課程為嵌入式系統教育的基礎，內容涵蓋抽象且高度模組化的知識，對初學者具有挑戰性。 本研究採準實驗設計，探 討不同教學策略對學生學習成效與自主學習態度之影響，研究對象為修習本課程的學生，其中 A 班為實驗組，採用開放式探究教學法，提供問題情境與教學器材，鼓勵學 生主動尋找解法並建構知識，而B 班為對照組，則採傳統講授式教學，由教師直接講解概念與解題方式。 研究採用德州儀器 MSP-EXP430FR2355 開發板，結合探究式學 習與翻轉教室策略，透過小組合作與同儕互動提升學習動機，實驗資料以 Likert 百分量表問卷與學期成績進行量化分析。 調查結果顯示，實驗組學生在學習上所需更多時 間，例如對問卷問題「課外花費時間超過兩小時」的認同度達 86%，顯著高於對照組的 59%，但在面對開放問題時「自行探索專有名詞並解釋其意義」實驗組有 85% 表 達高度認同，顯示其在自主學習方面較對照組之69%有更高的能力，而學期最終平均成績，實驗組為84.3分，優於對照組的81.1分。 This study examines learning outcomes in the “Introduction to Microprocessors” course, a foundational component of embedded systems education that presents challenges for novices due to its abstract and highly modular content. Adopting a quasiexperimental design, the research investigates how different instructional strategies affect students’ academic performance and self-directed learning attitudes. Participants were students enrolled in the course. Class A (experimental group) received an open inquiry approach that provided problem scenarios and equipment, encouraging students to seek solutions autonomously and construct knowledge. Class B (control group) followed traditional lecture-based instruction, in which the teacher directly explained concepts and problem-solving methods. Using Texas Instruments MSP-EXP430FR2355 development board, the study combined inquiry-based learning with a flipped-classroom model, leveraging group collaboration and peer interaction to enhance motivation. Quantitative data were gathered through Likert-scale questionnaires and final course grades. Survey results indicated that students in the experimental group devoted more time to learning—for instance, 86% agreed with the item “I spent more than two hours outside class,” compared with 59% in the control group. When confronted with open-ended tasks, 85% of the experimental group strongly agreed that they “explored technical terms independently and explained their meanings,” compared to 69% of the control group, demonstrating a superior ability for self-directed learning. The experimental group also achieved a higher mean final score (84.3) than the control group (81.1).

2024-08-01T00:00:00Z