結合翻轉教室與3D列印應用於材料力學、結構學等結構力學課程之實作教材開發

Abstract

工程領域與力學相關系所都必須修材料力學與結構學兩門課程，在國內許多工程師證照考試也將這兩門課程列為必考科目，過往在大學端在這兩門課程的教學多仰賴課堂上理論的闡述、數學的推導與例題的示範，需要長時間的課程、補強與自習訓練。因此，一般學生在修習這兩門課程時需要較強的學習興趣與自我要求。學生在學習過程中對困難議題需要的學習時間加長，需要比要視覺化或實體化的範例引導她門思考，而材料力學與結構學剛剛好是基礎課程中銜接普通物理與結構分析的橋樑，是新型引導式教學很好的切入點。一般對翻轉教室使用在工學院課程有許多疑慮，這次希望能夠以輔助而非取代的方式，在主要課程中引入教學影片的幫忙，希望拉長學生的學習時間，降低學習門檻，將課堂放在每個人的手機上。也希望他們在分析完之後，可以動手做，將理論融入實際結構製作中，利用3D列印製做出的教具，展現結構強度與使用性能。引發興趣與力學知識培養能夠相輔相成。本計畫預計產出材料力學14個單元與結構學15個單元的教學影片，配合課程，在本校的線上教學系統TronClass與YouTube開放。另外利用3D列印製作相關的教具(兩門課各4件)，開放學生使用。在學期中利用TronClass追蹤使用成效，並適當調整。 In many engineering and mechanics related academic programs, students are required to take “mechanics of material” and “structural analysis” courses. They are also the required test subjects in many engineering licensure examinations in Taiwan. The traditional way of teaching these two courses in university is to present the theories, derivation of the mathematical formulae and example problems by writing on blackboard, whiteboard or pre-typing on a PowerPoint presentation. Sometimes, in order to fully grasp the concepts, instructors would need to spend extra time on illustrating additional example problems while students would need to do a lot of self-practice questions. Therefore, for students who are lack of solid mathematical background and self-motivation, they may need extra tools, such as visualization tools, to help them understand the subjects. Among all engineering and mechanics related courses, “mechanics of material” and “structural analysis” are the introductory level courses, which can potentially serve as a good entry point of introducing novel teaching method. In general, flipped class may not be suitable for all engineering classes (due to limited class time and extensive curriculum coverage). Therefore, in our proposed education plan, in addition to using teaching videos as a tool to aid students in extending the classroom to their homes, we also propose to use 3D printing to generate teaching tools, including model sized structural elements (such as truss, beams) and miscellaneous testing specimens (members under tension, torsion, shear and bending) to visualize the structural and mechanical behaviors of various structural components. We expect that students can build their own structural models using our teaching tools. Then, they can conveniently compare the behavior of these models to the analysis results which are based on mechanics principles and structural theories. On the other hand, this proposed educational development project will produce 14 and 15 teaching videos for mechanics of material and structural analysis respectively. All videos will be publicly released on National Taiwan Ocean University’s online teaching website TronClass and YouTube. We will trace the usage of the videos as well as the performances of the students during the semester.