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職涯導向的地質教育：多元情境學習與人工智慧輔助的實作應用

2026-10-15T02:43:46Z

標題: 職涯導向的地質教育：多元情境學習與人工智慧輔助的實作應用作者: 張英如摘要: 隨著數位科技的迅速發展，傳統以教師為主的授課模式正面臨嚴峻挑戰，學生學習動機不足與學用連結困難的問題尤為突出。本研究旨在延續與深化過往教學實踐計畫，以「多元情境學習」作為核心策略，結合人工智慧輔助（如 ChatGPT 构建知識架構，用於學習歷程檔案評量）、模擬軟體應用（PhET 與 StopDisasters）、戶外地質考察、企業參訪及跨領域專題討論，建立以學生為中心的「師生共同學習共同體」。通過整合職涯導向學習，本計畫將課程設計與業界需求深度銜接，幫助學生釐清職涯志向，提升實務能力與職場適應力。本研究採行動研究法，透過 ChatGPT 的知識框架評量、多元評量工具及野外地質考察的實作評量，系統性檢視學生在批判性思維、問題解決能力與知識應用上的成長。野外考察著重於地質剖面繪製、岩性辨識與災害評估等實務技能，結合學生自主學習與小組合作，縮短學用落差，促進知識從理論到實務的轉化。預期成果包括：（1）激發學生內在學習動機，提升學習興趣與參與感；（2）強化學生在地質與能源相關領域的實務應用能力；（3）建構職涯導向的創新教學框架，提升學生職場適應力與創新能力；（4）深化師生共同體互動與學習成效；（5）創造教育與產業銜接的新典範，促進知識轉化，為培育具全球視野的專業人才貢獻力量。最終，本研究將不僅為學生提供學習與應用兼具的教育體驗，亦為地質與能源領域培養具有全球視野與適應力的優秀專業人才，為教育與產業的結合提供創新典範。

推測設計方法融入光電科技導論課程成效之研究

2026-10-15T19:01:31Z

標題: 推測設計方法融入光電科技導論課程成效之研究作者: 林泰源摘要: 本計畫以融入推測設計思考之專案導向創意學習策略，針對光電與材料科技學系一年級學生之光電科技導論課程進行教學實踐研究，引導學生以課程內容之雷射、LED、顯示器或太陽能電池等主題進行推測設計，鼓勵學生想像未來並設計出光電科技在未來應用的原型、進行批判性反思探索光電創新的社會、倫理和文化影響、積極參與創造主動學習的體驗、跨學科學習工程、設計和人文學科之間的關係以豐富對光電科技的理解。期望將光電科技教學重構為一種動態的、由學生驅動的對可能的未來探索的基礎，透由推測實際應用，引導學生深入探索雷射、LED、顯示器或太陽能電池元件的基本原理，讓學生能掌握為何而學、內化活用知識、解決真實世界問題，啟發學生探索與吸收光電科技知識的動機，培養學生慎思明辨（critical thinking）的自主學習力，促進學生主動學習投入，鼓舞學生的學習動機及建立學生對於本身學習能力的信心。

以實境解謎對比實例帶入法於人工智慧課程中數學焦慮降低與學習成效提升之研究

2025-10-09T19:00:25Z

標題: 以實境解謎對比實例帶入法於人工智慧課程中數學焦慮降低與學習成效提升之研究作者: 廖柏凱摘要: 隨著深度學習技術的迅速演進，人工智慧（AI）已進入高速發展階段，成為現今教育與產業不可或缺的核心知識。然而，人工智慧之基礎原理多以數學為根基，無論是神經網路中的感知器模型，或其他AI演算法，皆需理解符號運算與抽象邏輯推理，對於部分學生而言，常引發數學焦慮，並可能影響其學習成效。因應此挑戰，本研究探討以實境解謎教學對於學生數學焦慮緩解與學習成效提升之影響。本研究設計與實施了三次實境解謎教學活動，其中兩次聚焦於人工智慧之數學基礎；另安排一次傳統數學教學中引入實例進行對照教學。研究採用量表問卷與學習成績評量為主要工具，於課程前、中、後共進行三次數學焦慮評量。經由篩選排除未完成三次測驗者及正反向題目失衡樣本後，共回收55份有效收測者樣本。結果顯示，實境解謎教學數學並不會提高學生的數學焦慮。然而，在以計算為主的測驗時，學生的焦慮感仍有升高。此外，研究發現，長期數學焦慮與學習成就呈低度負相關（r < -0.2），而短期焦慮則與成就呈低度正相關（r > 0.2），顯示適度焦慮可能具有正向驅動效益。數學焦慮與課程綜合表現並無顯著相關性。本研究發現，數學焦慮未必全然為負面因素，適當的教學設計，特別是結合遊戲化與重理解導向的實境解謎教學，對於降低學生在面對數學概念時的抗拒與焦慮，具有正向效果，亦有助於促進學習成效。 With the rapid advancement of deep learning technologies, artificial intelligence (AI) has entered a stage of accelerated development and has become an essential domain in both education and industry. However, the fundamental principles of AI are deeply rooted in mathematics. Whether it is the perceptron model in neural networks or other AI algorithms, understanding symbolic computation and abstract logical reasoning is essential. For some students, this mathematical foundation often triggers math anxiety, which may negatively impact their learning performance. To address this challenge, the present study investigates the effects of real-world puzzle-solving learning on alleviating students’ math anxiety and enhancing learning outcomes in an AI course. The study implemented three gamification teaching activities, two of which focused on the mathematical foundations of AI. Additionally, one traditional math teaching session incorporating contextual examples was conducted as a comparative condition. A combination of standardized math anxiety scales and academic performance assessments was employed. Measurements were conducted at three points: before, during, and after the instructional intervention. After excluding participants who did not complete all three assessments or failed to meet the reverse-scoring validity checks, a total of 55 valid responses were retained for analysis. The results revealed that puzzle-solving gamification did not increase students' math anxiety when teaching mathematical concepts. However, an increase in anxiety was observed when students faced calculation-heavy assessments, such as the final exam. Interestingly, a weak negative correlation (r < -0.2) was found between long-term math anxiety and academic achievement, while a weak positive correlation (r > 0.2) emerged between short-term anxiety and learning outcomes, suggesting that moderate levels of anxiety may have a motivational effect. No significant correlation was observed between overall math anxiety and comprehensive course performance. This study highlights that math anxiety is not inherently detrimental and may, under certain conditions, contribute positively to learning. Well-designed instructional strategies, particularly those that incorporate gamification and understanding-centered puzzle-based learning, can effectively reduce students’ anxiety and resistance toward mathematical concepts, thereby fostering more positive learning experiences and outcomes.

師生學習共同體強化地質教育：以職涯發展為導向之教學研究

2025-10-09T07:04:50Z

標題: 師生學習共同體強化地質教育：以職涯發展為導向之教學研究作者: 張英如摘要: 本研究目的在於因應高等教育對實務導向與跨域學習的需求，透過「師生學習共同體」與「職涯發展導向教學」的實踐，強化地質教育的教學創新與學習成效。計畫聚焦於「石油地質學」、「古生物與碳酸鹽岩石學」與「海洋地質與能源概論」三門課程，結合中油探採研究所與自然科學博物館等實作場域，設計包含:參訪、野外調查、實務操作之學習活動，建構貼近職場需求的地質教學模組，提升學生學用接軌與就業即戰力。課程採「做中學」與「協同教學」策略，搭配開放式教育資源(OER)、動畫輔助教材與真實案例，激發學生主動學習與探究動機。教學評量採多元模式，包括同儕互評、學習歷程檔案與kahoot等工具，以強化學生之知識建構與核心素養養成。教師團隊透過共備社群進行課程設計、課後省思與實作回饋，深化專業對話與教學省思，促進教師專業成長與課程品質優化。本計畫預期成果包含：(1) 建構以學習者為中心之地質教學模組，提升學生學習動機與實務能力；(2) 發展具職涯導向之課程設計與評量模式，縮短學用落差；(3) 建立教師共備社群，深化教師專業成長；(4) 提升學生就業即戰力與跨領域應用能力。透過真實場域與教學共學的融合，實踐地質教育的轉化與創新。 This study aims to address the growing demand in higher education for practical, interdisciplinary, and career-relevant learning by implementing a teaching model that integrates “teacher-student learning communities” with “career-oriented pedagogy.” Focusing on three key geology-related courses—Petroleum Geology, Paleontology and Carbonate Petrology, and Introduction to Marine Geology and Energy—the project incorporates real-world learning environments, including internships, field excursions, and lab-based specimen analysis in collaboration with the CPC Exploration and Production Research Institute and the National Museum of Natural Science.Instructional design is grounded in the principles of learning by doing and collaborative teaching, supported by open educational resources (OER), animation-based teaching materials, and case-based learning. These approaches aim to promote student engagement, critical thinking, and deep inquiry. Multiple assessment strategies such as peer review, reflective learning portfolios, and kahoot are used to enhance students’ knowledge construction and competency development. On the faculty side, a co-preparation community of instructors engages in curriculum co-design, post-class reflection, and instructional feedback, fostering professional dialogue and pedagogical growth. This collaborative approach aims to sustain continuous improvement of teaching quality and curriculum innovation. The anticipated outcomes of this project include: (1) the development of learner-centered instructional modules for geoscience education; (2) the integration of career-oriented course designs and assessment mechanisms; (3) the enhancement of students’ interdisciplinary problem-solving and practical skills; and (4) the establishment of a sustainable teacher co-learning mechanism. Ultimately, this initiative seeks to improve student learning outcomes and employability while supporting the broader transformation and innovation of geoscience education in Taiwan.