以協同教學模式讓機械加工融入文化創意跨領域之行動研究-以木雕文創課程為例

Abstract

國內一般大學與科技大學理工科系的學生，最大的差異在於實作課程的接觸時間明顯不同。本計畫的目的希望讓一般大學有工程背景的學生，透過有趣的機械加工課程規劃與跨領域的實作練習，減少實用落差。但課程設計不以較為不易入門的金屬模具製成切入，而另以生活化的木雕文創領域作為入門的學習，最終讓學生能夠將技能應用到生活創意的產品上。利用本計畫與實習場域激發學生對課程的興趣，同時能夠學習有動手做的實作經驗，以CNC的精密雕刻機械為例，導入電腦輔助製造(CAM)的設計工具，讓教學與學習同時走入生活文創中。課程設計上讓每位學生由學習木雕機械操作開始，構思作品，從發想、設計、製作到成果發表，讓學生可以融合文創的跨領域學習。同時安排學生參觀相關木雕產業聚落，深化學生創作靈感，讓傳統的金屬機械加工，也能進入以木雕產品為主軸的文創產業，並從中獲得創作靈感。課程亦搭配具有木雕創作經驗豐富的業師協同教學，指導學生創作與動手做的能力。在評量上結合業師、教師及同儕互評的多元評量方式，達到跨領域的學習。並搭配相關學習前後的問卷設計，統計結果可明顯的看出已提升一般大學學生較少接觸實作課程的學習興趣，同時深化學生對實作課程的瞭解。

The biggest difference between students in the science and engineering departments of general universities and science and technology universities in Taiwan is their significantly different exposure time for practical courses. The purpose of this plan is to allow students with engineering backgrounds at general universities to reduce practical gaps through interesting mechanical machining course planning and interdisciplinary practical exercises. However, the course design will not be introduced to students through the relatively difficult metal molds but instead will be based on the lifestyle of woodcarving cultural creation in hopes that they can apply their skills to creative products in their daily lives. It is hoped that this plan will stimulate students’ interest in the course in the practice fields, and at the same time, students can also gain hands-on practical experience. Taking the precision carving machinery of CNC as an example, the introduction of the design tool of computer-aided Manufacturing (CAM) allows teaching and learning to be integrated into the cultural creation of daily life. In terms of course design, students are encouraged to start by learning the operation of woodcarving machinery and conceptualizing their work. From conception, design, production, to publication, they can integrate interdisciplinary learning about cultural creation. At the same time, students will be arranged to visit relevant woodcarving industry clusters to deepen their creative inspiration, which allows traditional metal mechanical processing to enter the cultural and creative industry centered on woodcarving products and allows students to obtain creative inspiration. The course is also taught in collaboration with experienced wood carvers to guide students in their creative and hands-on abilities. In terms of evaluation, the multiple evaluation methods that integrate practitioners, teachers, and peers will be used to achieve interdisciplinary learning. Combined with the questionnaire design before and after relevant learning, the statistical results clearly show that it has improved the learning interest of general university students who are less exposed to practical courses while deepening their understanding of practical courses.