http://scholars.ntou.edu.tw/handle/123456789/23377 2026-11-03T06:50:28Z 2026-11-03T06:50:28Z 蕭心怡 http://scholars.ntou.edu.tw/handle/123456789/26845 2026-10-27T03:17:39Z 2025-08-01T00:00:00Z

標題: PBL × CBL : 培育食品工廠管理人才，精進大學社會責任服務 作者: 蕭心怡 摘要: 本研究為了培育具有社會責任的專業食品人員，採用「PBL×CBL教學法」，在食品工廠管理課程中導入USR的社會實踐任務，讓學生可以在真實環境中應用專業知識，提升學生學習成績及自我學習能力，培養社會責任意識。申請人自110起，執行本校的USR計畫擔任協同主持人，帶領本校大學生至宜蘭水產養殖場進行大學社會實踐之工作，雖對拓展視野及解決業者問題有實質的幫助，然深感計畫氣之實踐場域，上有許多待解決的課題，如 : 養殖水產品風險高，多數養殖業者開始對產品加工加值有興趣，然卻有加工流程及管理問題，急需人才等資源再度進駐，將課程結合 USR精神，帶領學生進行專業學習，面對真實世界議題。本計劃利用大三的食品工廠管理，以6周為實驗組周(PBL×CBL教學)，6周為傳統講授組周，進行實驗組周時，教師的角色從傳統的角色轉為案例講述者及引導討論的角色，教師準備課前相關影片及資料，學生觀看影片及學習並在上課前進行考試；上課時，老師準備案例問題並引導學生討論及簡報，課後再進行考試。本研究使用成績分數、觀察法及問卷調查法，所得量化資料將以t 統計及單因子變異數分析進行課前和課後測驗以評估學生從中獲得的知識及看法，本計劃預計培育學生成為「知識」及「自我學習」的專業食品人才，透過課程設計培養培養社會責任意識，同時也呼應STEM教育的目標。

2025-08-01T00:00:00Z 蕭堯仁 http://scholars.ntou.edu.tw/handle/123456789/26844 2026-10-15T02:49:22Z 2025-08-01T00:00:00Z

標題: 以公民科學與里海倡議為核心的社區參與及教學實踐課程 作者: 蕭堯仁 摘要: 近年全球暖化與氣候變遷，對海岸地帶的影響甚為顯著，為永續貢寮USR場域的發展，以及建構里海公民科學系統，讓漁村居民及民眾能共同關注環境生態，維持健康的社會生態系統，實踐里海社區發展，同時讓學生透過實作公民科學，關心環境變化與漁村生計。基此，本教學實踐計畫希望藉由鏈結教室與USR場域，讓學生實際體會場域永續發展所面臨的挑戰，同時藉由跨社區的公民科學課程實作，以及與場域權益關係人座談，探索與分析里海永續的實踐路徑，除讓學生能建立良好的問題解決能力外，也能紮根里海精神與公民科學的DNA。課程設計除帶領學生至場域實作與交流外，也透過社區認同、公民科學學習態度、里海社區發展之評量問卷進行分析。最後，藉由與USR團隊老師及場域夥伴的訪談，確認團隊老師與場域夥伴的看法，進而強化臺灣海洋大學與貢寮在地社區的鏈結，以及提高貢寮居民對臺灣海洋大學的社區夥伴意識。

2025-08-01T00:00:00Z 蕭心怡 http://scholars.ntou.edu.tw/handle/123456789/25946 2025-10-09T07:09:45Z 2024-08-01T00:00:00Z

標題: PjBL × USR : 推動水產品品質精進創新服務 作者: 蕭心怡 摘要: 隨著全球化與食品科技的發展，食品安全風險愈加複雜，品質管制已成為食品相關科系的重要課程，目的在培育具備品質與管理能力的人才。然而，傳統教學以知識傳授為主，與產業實務脫節，導致學生面臨學用落差與職場適應困難。為減少落差，本研究旨在將PjBL (Project-based Learning)教學法導入品質管制課改變教學現場，在課程裡，學生接受真實世界的任務(提出案例水產品產品之品質改善策略)，教學設計主要分為五個階段，除了傳統知識授與外，學生需要應用跨域知識(食品科學/社會科學)，進行規劃及資料收集(公司訪談/消費者問卷調查)及建立品質屋，期間需要分工合作並進行口頭報告，提出案例產品改善品質措施。研究結果顯示，PjBL能有效增強學生的「辨識問題與訂定專業目標」、「科學能力」以及「信心與創意」三個面向，另外在口頭報告的高分組及低分組，都表示在「科學能力」方面的提升尤為顯著，顯示在不同程度的學生上皆可看出學習成效，總言之，學生解決真實場域問題，能夠提升自身的社會責任感，期望未來於場域產生更多正面的影響，並進入產業對食安及品質管理的領域更多的貢獻。 With the advancement of globalization and food technology, food safety risks have become increasingly complex. Quality control has thus become a critical course in food-related academic programs, aiming to cultivate professionals with both quality assurance and management capabilities. However, traditional teaching methods focus primarily on knowledge transmission and are disconnected from industry practices, resulting in a gap between what students learn and what they need in the workplace, and making it difficult for them to adapt professionally. To bridge this gap, this study aims to introduce the Project-based Learning (PjBL) approach into the Food Quality Control curriculum to transform the teaching environment. In the course, students undertake real-world tasks—such as proposing quality improvement strategies for a case study involving seafood products. The instructional design is structured into five stages. In addition to acquiring traditional theoretical knowledge, students must apply interdisciplinary knowledge (from food science and social sciences), engage in project planning and data collection (e.g., company interviews and consumer surveys), and build a house of quality model. Throughout the process, students collaborate in teams, deliver oral presentations, and propose specific quality improvement measures for the case study product. The research findings show that PjBL effectively enhances students in three key areas: (1) identifying problems and setting professional goals, (2) scientific competency, and (3) confidence and creativity. Notably, both high- and low-scoring groups in the oral presentations reported significant improvement in scientific competency, indicating that the approach benefits students of varying abilities. In summary, by tackling real-world problems, students not only improve their sense of social responsibility but are also expected to generate more positive impacts in the field and contribute meaningfully to food safety and quality management within the industry.

2024-08-01T00:00:00Z 蕭堯仁 http://scholars.ntou.edu.tw/handle/123456789/25945 2025-10-09T07:08:50Z 2024-08-01T00:00:00Z

標題: 以里海倡議為核心的永續發展課程及教學實踐研究 作者: 蕭堯仁 摘要: 人類在過往追求海洋經濟成長過程，因過度捕撈、經濟活動所產生的碳排放、廢棄物與塑膠造成海洋垃圾，以及各種海洋開發行為等，導致海洋環境破壞與生態系統退化，且在全球氣候變遷的威脅下，影響海洋經濟的永續發展與社會福祉。而里海倡議強調如何讓人類與海洋共存共生，促進海洋生態人文地景與社會生態系統平衡的概念，是海洋永續利用與發展的路徑之一。基此，計畫結合『海洋生態與經濟永續發展(科技)』與『海洋經濟學』課程，以及貢寮卯澳社區USR場域推行里海倡議，透過教室課程與場域交流互動，讓學生學習社會生態系統議題，透過田野調查社區議題，以及探索漁村文化和海女交流，瞭解社區永續所面臨的挑戰，同時構思永續發展策略，藉以提升學生海洋意識與社區認同。課程透過學生場域實作與期末里海實踐分享，提升學生對漁村社區永續發展的鏈結與解決問題的能力。其次，運用海洋意識量表與社區認同量表，評量學生對海洋意識與社區認同程度。另一方面，運用里海AHP問卷調查分析，讓學生瞭解里海實踐的關鍵因素，強化學生對理論實踐與學術研究能力。最後，課程透過場域實作，培植學生里海精神，同時落實大學社會責任，朝人海共生共融與漁村永續發展邁進。 In the historical pursuit of marine economic growth, human activities such as overfishing, carbon emissions from economic operations, marine debris caused by waste and plastics, and various forms of marine development have resulted in the degradation of marine environments and ecosystems. These issues, compounded by the global threat of climate change, have further hindered the sustainable development of the marine economy and overall social well-being. The Satoumi initiative emphasizes the coexistence and symbiosis between humans and the ocean, promoting a balanced relationship among marine ecological, cultural, and socio-ecological systems. This concept offers a viable pathway toward the sustainable use and development of marine resources. Building upon this perspective, the project integrates the courses "Marine Ecology and Economic Sustainability (Science and Technology)" and "Marine Economics" with the Satoumi initiative implemented in the Mao'ao community in Gongliao through the University Social Responsibility (USR) program. By combining classroom instruction with field-based engagement, the program enables students to explore socio-ecological issues, conduct fieldwork on local challenges, and engage with traditional fishing village culture and sea women (ama), thereby deepening their understanding of community sustainability challenges and strategies for sustainable development. This experiential learning approach aims to enhance students’ ocean literacy and community identity. Through hands-on practice in the field and final presentations of their Satoumi actions, students strengthen their connection to the sustainable development of fishing communities and improve their problem-solving skills. In addition, the course employs the Ocean Literacy Scale and Community Identity Scale to assess students' levels of awareness and identification. Furthermore, by using the Analytic Hierarchy Process (AHP) questionnaire on Satoumi implementation, students gain insights into the key factors influencing practice, thereby reinforcing their theoretical and research competencies. Ultimately, through immersive fieldwork, the course cultivates students’ Satoumi values, fulfills the university’s social responsibility, and advances the vision of human-ocean coexistence and sustainable fishing village development.

2024-08-01T00:00:00Z