http://scholars.ntou.edu.tw/handle/123456789/23375 2026-11-01T11:32:43Z 2026-11-01T11:32:43Z 盧華安 http://scholars.ntou.edu.tw/handle/123456789/26825 2026-10-15T19:01:28Z 2025-08-01T00:00:00Z

標題: 動起手來！以資料探勘強化航空貨運進階知識之探索 作者: 盧華安 摘要: 航空貨運為當代國際貿易的主要運輸系統之一，其可縮短貨物的運送時間，且為一安全有效的經營實體。然而航空貨運服務對象大部分集中於商業對商業(Business to Business, BtoB)的模式，營運的專業知識相對於其他運輸領域內容較為稀缺。對研究生而言，能結合現代科技之軟實力，應用於航空貨運的專業分析，應能大大提升研修同學進入職場的競爭力。本計畫從培養研究生成為航空貨運專業人才的角度，將資料探勘技術融入課程之中，希望學生能動起手來，能利用專業知識的學習對應到成品的實作。本計畫欲探索航空貨運專論學理課程的講授，在輔以資料分析技術與其他專業輔助活動後，能否促進學生學習成果。本研究礙於樣本數量，擬利用統計軟體進行敘述性統計、假設檢定，以及相依因子變異數分析，檢定學生在專業知識前、後測表現差異，以及自我學習檢測的回饋，做為成果檢證之依據。

2025-08-01T00:00:00Z 曾柏興 http://scholars.ntou.edu.tw/handle/123456789/26824 2026-10-15T02:23:44Z 2025-08-01T00:00:00Z

標題: 提升學生運輸路徑規劃實作能力之行動研究 作者: 曾柏興 摘要: 傳統的運輸規劃課程常著重在記憶與計算，較少與現實運輸問題進行連結與進行實證調查，為提升學生的運輸規劃實作能力與強化未來就業競爭力，本計畫以國立臺灣海洋大學航運管理學系「運輸規劃」課程來進行實證研究。課程中將導入基隆捷運融入教學的不同單元(含旅次發生、旅次分布、運具分配、交通量指派)，以專題研究方式讓同學探討未來捷運通車後對基隆-臺北通勤旅次的運具選擇進行方案評選分析(含問卷設計與調查蒐集)。本研究擬透過行動研究方法(包括計畫、行動、觀察、反思等四個階段)來記錄學生的學習表現，並透過量化(如學習測驗(含Kahoot、Zvuio、Tronclass)與統計分析檢定)與質化(專題報告、同儕互評、訪談等)分析學生在本研究計畫執行前後的改變情形。研究成果可幫助學生學習如何運用運輸規劃理論與分析技巧落實於運輸課題，訓練與培養他們未來從事相關工作(如政府部門、交通顧問公司等)應具備知識與技能。

2025-08-01T00:00:00Z 李篤華 http://scholars.ntou.edu.tw/handle/123456789/25926 2025-10-09T06:49:54Z 2024-09-01T00:00:00Z

標題: ARCS 動機模式下雙協作式問題與專題導向學習於「經濟學」課程革新教學實踐研究 作者: 李篤華 摘要: 本計畫以ARCS動機模式、依學習成效高低配改良式異質分組協作，雙協作式問題導向學習法設計貼近生活CPBL作業，設計思考與AI設計CPBL期末報告題目，經濟工具箱，互動式教學法、一分鐘論文，海洋教育演講與海洋經濟專章，傳統作業與期中考，提高學習興趣。 經期初與期末Rubric問卷與多種統計檢定發現，學生期末比期初，創新課程可統計顯著提升解決生活的經濟問題、可完成ARCS學習法之ARC部分（激發學習興趣（吸引力）、有價值（相關）、對學習有自信（信心）），努力程度提高、總體表現提高，勇於提出問題、會蒐集分析資料，延伸到自己的其他課程的積極度，認同翻轉評分與除CPBL外所有的創新教材教法，但亦喜歡傳統作業與傳統考試。期末時，多元性別、年級與高中領域在期末較無學習成效差異，在不同國籍與不同高中入學方式則多有顯著多元背景差異，而在學期間有打工學生之學習成效較高。 同學肯定可提升學習經濟學理論與生活實務結合能力，提升教學品質，變得有趣、肯定學生主導協作、亦喜歡傳統教學法，肯定Kahoot!與桌遊、評分權轉移到學生獲得好評，學生建議續辦，但CPBL作業過難，分組協作難避免free-rider問題。本創新課程可解決個人經濟學教學現場問題，輔導多元背景學生，適合導入大學經濟學課程採用。 Observing the major problems generated by the teaching field of the Economics course which will generate several education mismatch for students. After long-term self-reflection, this study uses the ARCS learning model, the modified Double Collaborative Problem-Based Learning (Double CPBL) to design economic assignments, and uses the design thinking tool and the AI (ChatGPT or Gemini) to support to determine the topic of the final report. Paired with the “Economic tool box”, students are grouped heterogeneously for collaborative learning, and interactive teaching methods, such as Kahoot!, economic board games, one-minute paper, one speech of marine education by professor Hsu, two lectures of ocean economics, and also traditional assignments and mid-term examination, to enhance learning interest and performance. Students are interviewed multiple times in a rolling manner to help adjust the teaching content and progress in real-time. The grading ratio of students and teaching assistants is increased by one-third, and care is given to students with diverse backgrounds to solve problems in the teaching environment. Opinions are collected through two Rubric questionnaires and end-of-term interviews to study whether this course can statistically significantly improve the motivation and effectiveness of learning economics under the diverse backgrounds of students. The results reveal that, from the beginning to the end of the term, the innovative course can statistically significantly improve learning motivations and outcomes, the ability to apply statistics to solve life problems of economics, the suitability of introducing innovative teaching methods in the course, and the overall learning performance and hard-working, raising questions, collecting and analyzing data, extend to other courses, accomplishing the ARC parts of the ARCS model, at the end of the term is significantly higher than at the beginning. In terms of diverse backgrounds, there is a statistically significant difference between nationalities and high school admission pathways. Students who work part-time tend to achieve better learning outcomes. Students affirm that this project can enhance the ability to combine economic theory with their real life, improve the quality of teaching, make learning interesting, increase participation, like Kahoot! but not CPBL assignments, hard to prevent free-rider members, and some students tend to learn by traditional teaching methods. The transfer of grading power to students and teaching assistants have been well received, and students suggest continuing the project is better. In summary, this innovative course can indeed solve problems in the field of economic teaching. The learning situation of students with diverse backgrounds can also be assisted and counseled through this research, making it suitable for adoption in university economic courses.

2024-09-01T00:00:00Z 盧華安 http://scholars.ntou.edu.tw/handle/123456789/25925 2025-10-09T19:00:28Z 2024-08-01T00:00:00Z

標題: 及時傳授對進階航運知識學習成效之影響 作者: 盧華安 摘要: 貨櫃定期航運是結合科技、管理、人文等面向的綜合性學門。學生學習的目標，乃希望瞭解產業知識和專業運作的內涵，以增強自己未來進入職場的競爭能力。船期表是航商的營運生產計劃表，能洞悉船期表的內涵，即能瞭解該公司的船隊佈署和應用，其重要性不言而喻。本研究藉由及時傳授的活動設計，輔助學理講授之內涵，並透過其他學習活動的安排，如自製課堂講義、航商船期表解析與討論、自行設計船期表之實作，以期增加修課同學的學習成效。經由期初的基礎知識測驗發現已修完定期航運基礎課程的同學，並不一定對這個產業的運作有完整充分的理解；透過及時傳授活動的引導，回覆問卷的同學中有頗高的比例認為預習、思考、提問、解惑的過程，的確增深對產業運作的瞭解。實務專家的演講分享增廣了他們對實務作業細節的認識，也增加就業或深入研究的意願。不過，從同學的課堂表現來看，也有為數不少的同學無法持續投入既定的學習步驟，最後放棄及時傳授的機會，影響了自我學習成效，也是後續課程設計時應該考慮的因素。 Liner shipping is a synthesis course that combines technology, management, and humanity. The aim of students learning this course is to understand professional knowledge and further realize the practical operations of this industry, and then students can have competitive capabilities to work in this industry. This study employed the Just-in-time teaching (JiTT) activities to assist the teaching processes. Students can be encouraged by self-made course materials, analysis of liner’s sailing schedules, and design of shipping timetable to improve their learning performance. Through the results of a pretest for the basic knowledge of container shipping, not all students were entirely familiar with the details of industrial operations. Higher ratios of respondents recognized that the JiTT activities could guide them to deeply realize the industrial operations through the processes of previewing, thinking, questioning, and answering. The address of the industrial expert explained many operative details and then increased their willingness to work or make research for this industry. However, several students revealed reluctance to follow the activities and gave up participating in the JiTT activities, which also affected their learning performance. This phenomenon could be a vital implication in designing future classes.

2024-08-01T00:00:00Z