http://scholars.ntou.edu.tw/handle/123456789/23493 2026-04-14T14:03:13Z 2026-04-14T14:03:13Z 湯耀期 http://scholars.ntou.edu.tw/handle/123456789/25944 2025-10-09T19:00:38Z 2024-08-01T00:00:00Z

標題: 以精熟學習法應用電腦輔助製造課程於不同加工機械技術之整合學習 作者: 湯耀期 摘要: 目前電腦輔助製造CAM(Computer-Aided Manufacturing)的應用非常普遍，尤其搭配電腦輔助設計CAD（Computer-Aided Design）用於CNC加工、3D加工製程及雷射雕刻技術等，可形塑具文創及有趣的作品。本計畫的目的希望在一般大學中較少機會接觸實作的學生，透過教學計畫課程的安排，能熟悉與應用不同機械加工設備，達到不同加工技術之整合學習。課程安排透過精熟學習法的四個階段及搭配CAM軟體的學習歷程，細分為CNC三軸木雕機的實作、振動筆的加工學習、雷射雕刻機的設計與加工及結合上述三項機械加工技術，最後完成整合性的實體作品。每一階段都有其須完成的技能與階段性作品，同時經過業師與教師的協同教學，給予階段性的技能精熟評鑑，通過後才能繼續完成其他階段的技能。最後階段則將參與的學生須加以應用與整合不同的機械加工技術，完成具有功能性與創新性的實體作品，同時進行成果發表展示，展示的內容包含發想、創意、功能性、遭遇問題的解決及成果說明等。在評量上則結合業師、教師及同儕互評的多元評量方式，達到不同實作技術的整合學習成果。並搭配課程學習前後的問卷設計，藉由統計結果可明顯的看出學生對實作課程已經達到精熟程度與學習興趣，同時由最後的成果也明顯看出不只有技術應用的精熟，還有許多創意的種子，這也是本計畫中的另類成果，讓教師、業師與其他學生，發現每個人對創意的亮點與學習的樂趣。 The integration of Computer-Aided Manufacturing (CAM) and Computer-Aided Design (CAD) has become increasingly prevalent in modern fabrication processes, particularly in CNC machining, 3D manufacturing, and laser engraving. These technologies enable the creation of culturally inspired and highly creative artifacts. This project was initiated to provide students—especially those from general universities with limited hands-on training opportunities—with a structured and immersive learning experience that bridges theoretical knowledge and practical application. The goal was to develop student proficiency across a variety of mechanical processing tools and foster the integration of multiple manufacturing techniques. The instructional design was grounded in the Mastery Learning approach, implemented through four progressive stages, each aligned with targeted competencies and supported by CAM software training. The course was organized into the following modules: 1. Hands-on training with CNC 3-axis wood carving machines, 2. Practical machining using vibration engraving pens, 3. Design and production using laser engraving machines, 4. And a capstone integration project combining all three technologies into a cohesive physical product. Each stage required students to acquire specific technical skills and complete a project milestone. Progression to subsequent stages was contingent upon successful completion of proficiency assessments, conducted collaboratively by academic instructors and industry mentors. This co-teaching model ensured both pedagogical rigor and real-world relevance throughout the learning process. In the final phase, students were tasked with developing a functional and innovative artifact that showcased their ability to integrate diverse machining technologies. A final presentation and exhibition were held, during which students shared their design concepts, creative processes, functional outcomes, problem-solving strategies, and project reflections. To evaluate learning effectiveness, a comprehensive assessment framework was implemented, incorporating evaluations from faculty, industry professionals, and peer reviewers. The use of pre- and post-course surveys further allowed for a quantitative analysis of student growth in technical competency and learning engagement. Results clearly indicated significant improvement in both practical skills and student motivation. Beyond technical mastery, the culminating projects demonstrated notable levels of creativity, originality, and innovation, reflecting the students’ ability to synthesize knowledge into meaningful designs. This emergent creativity, while not the initial goal of the project, became a powerful secondary outcome. It allowed instructors, mentors, and peers to identify and celebrate individual students’ creative strengths, highlighting the broader educational value of integrating CAM technologies into project-based learning.

2024-08-01T00:00:00Z 李弘彬 http://scholars.ntou.edu.tw/handle/123456789/25943 2025-10-09T07:06:51Z 2024-08-01T00:00:00Z

標題: 提升學生防蝕防災素養鑑別能力之探索教學-腐蝕分析評估及環境防蝕工安 作者: 李弘彬 摘要: 本課程配合此一教學研究實踐所開授「腐蝕與其防護｣之課程，於教學寳踐中如何以「探究式教學」協助學生對腐蝕分析評估及環境防蝕工安的反思。要將腐蝕辨識及材料電化學實驗教育落實在教育現場，首先教師必須先讓學生充分理解腐蝕潛在危害，進而導致工安意外。引導學生思考並反省自身之行為態度，其質腐蝕環境危害風險也同樣會發生於日常生活。教學策略方面除傳統講述教學外，也藉由創新教學模式（PBL、小組討論、探究式）學習輔助來提升學習成效。採用合作學習教學時，宜採「多元化」教學評量，其中以觀察法居多，兼顧個人學習表現與團體觀察表現。透過本課程「腐蝕與其防護」之探究式教學實踐，學生能在真實與多元的學習情境中，深化對腐蝕機制、材料劣化行為及環境防蝕工安議題的理解。經由問題導向之課堂討論、案例分析及現場觀摩活動，學生不僅具備了基礎腐蝕分析與評估之能力，更能主動反思材料選擇、結構設計及長期維護對於環境與職場安全的重要性。課後回饋顯示，多數學生認為透過探究式學習方式，使其能將理論知識有效連結至實務問題，並培養自主發現問題與解決問題的能力，對於未來投入相關工程領域工作時之風險意識與專業責任感亦有顯著提升。 This course is in conjunction with the "Corrosion and Its Protection" course offered by this teaching research practice. In teaching practice, how to use "inquiry-based teaching" to help students reflect on corrosion analysis and evaluation and environmental corrosion protection and industrial safety. In order to implement corrosion identification and material electrochemical experimental education in the education field, teachers must first let students fully understand the potential hazards of corrosion, which in turn lead to industrial safety accidents. Guide students to think and reflect on their own behavior and attitudes, and the risks of corrosive environmental hazards will also occur in daily life. In terms of teaching strategies, in addition to traditional narrative teaching, innovative teaching models (PBL, group discussion, inquiry-based) learning aids are also used to improve learning effectiveness. When using cooperative learning teaching, it is advisable to adopt "diversified" teaching assessment, among which observation methods are the most common, taking into account both individual learning performance and group observation performance. Through the inquiry-based teaching practice of this course "Corrosion and Its Protection", students can deepen their understanding of corrosion mechanisms, material degradation behaviors, and environmental corrosion protection and industrial safety issues in real and diverse learning situations. Through problem-oriented classroom discussions, case analysis and on-site observation activities, students not only have the ability to conduct basic corrosion analysis and evaluation, but also actively reflect on the importance of material selection, structural design and long-term maintenance to the environment and workplace safety. Post-class feedback shows that most students believe that through inquiry-based learning, they can effectively connect theoretical knowledge to practical problems and cultivate the ability to discover and solve problems independently, which also significantly improves their risk awareness and professional responsibility when working in related engineering fields in the future.

2024-08-01T00:00:00Z 李弘彬 http://scholars.ntou.edu.tw/handle/123456789/25186 2024-10-23T19:00:50Z 2023-08-01T00:00:00Z

標題: 海洋工程材料結構腐蝕與防護 作者: 李弘彬 摘要: 本課程配合此一教學研究實踐所開授「海洋工程材料結構腐蝕與防護｣之課程，藉由大氣腐蝕實作具融入探究式教有其發展性。因此，本研究目的在探討大學生進行大氣腐蝕實作融入探究學習，對大學生「科學探究能力｣之影響，並以行動研究檢視、修訂教學設計，以提供科學教師教學發展之參考依據。教學實踐研究目的：（一）融入大氣腐蝕實作的探究式教學對大學生探究能力影響。（二）實施融入大氣腐蝕實作的探究式教學。（三）教學者在進行融入大氣腐蝕實作的探究式教學後，對學生有何專業成長。研究工具包括「學習態度量表」及「探究能力量表」，研究者並自行檢討課程實施過程，以瞭解本研究法方案實施之優缺點及效果。

2023-08-01T00:00:00Z 湯耀期 http://scholars.ntou.edu.tw/handle/123456789/24193 2023-10-11T19:00:19Z 2022-08-01T00:00:00Z

標題: 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 作者: 湯耀期 摘要: 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.

2022-08-01T00:00:00Z