運用混成式學習實踐圖解航業英文創新教學研究

Abstract

全球貿易貨物運送，主要以海洋運輸為主；我國為海洋國家，以貨物重量計算，貿易進出口量超過98%係透過海洋運輸完成。而英文係全球海運物流的唯一共通語言，然學生在有限課程時間裡熟記大量的航業英文專業用語，對學習內容往往不易達到融會貫通，且航運管理系科較少開設「航業英文」專業課程，具有系統性的「航業英文」教材更為稀少。對於航管領域而言，航業英文課程的重要性無庸置疑。基此，為鼓勵學生修習航業英文之課程，本計畫運用「混成式學習」方式，延伸圖解航業英文教材創作，導入「創意思考螺旋式教學法」，結合最新實務案例之作成，搭配教學平台，師生聯手創作教材，讓修課學生跳脫傳統教學制式化方式，鼓勵學生多元創作，提升學生學習動機及自主學習意願，以達到創新教學效益。在進入職場前熟稔航管專業用語及契約執行期間往來單證或書信，俾有利於未來職場應用，以增加航業英文之軟實力，進而創造「航管學生、航運產業業者、航管教師」三贏環境。本計畫創新教學成效評估係透過「教師自我評鑑表、教學前後學生學習評量表」，使教與學雙向達到最大效益，使圖解航業英文課程教學成效達至最佳。 The transportation of goods in global trade is mainly based on ocean transportation; Taiwan is a maritime country. Calculated by the weight of goods, more than 98% of trade imports and exports are completed through ocean transportation. English is the only common language of global maritime logistics. However, students are not susceptible to internalize the shipping terminology in Maritime English because of crash course arrangement and lots of learning contents. In addition, the Dept. of Shipping and Transportation Management seldom offers " Maritime English " professional courses, and systematic " Maritime English " teaching materials are even rarer. For the field of shipping and management of transportation, the importance of Maritime English courses is beyond doubt. Based on this, in order to encourage students to study Maritime English courses, this project adopts the "Blended Learning Approach", and extends the creation of illustrated Maritime English teaching materials, introduces the "creative thinking spiral teaching method", combine the latest practical cases, match the teaching platform and teacher-student collaborative to create teaching materials, it allows students to break away from the traditional teaching system, encourages students to create diversely, improves students' learning motivation and independent learning willingness, and achieves innovative teaching benefits. To enable students to be familiar with shipping and management of transportation professional terms and the documents or letters during the contract execution period before entering the workplace, so as to facilitate the application in the future workplace, increase the soft power of Maritime English ,and then create a win-win environment of "shipping and management of transportation students, shipping and management of transportation operators, shipping and management of transportation teachers". The evaluation of the innovative teaching effectiveness of this project is through the "teacher's self-evaluation form and the student's learning evaluation form before and after teaching" to maximize the benefits of both teaching and learning, and to achieve the best teaching effect of the illustrated Maritime English course.