http://scholars.ntou.edu.tw/handle/123456789/23491 2026-04-23T21:49:12Z http://scholars.ntou.edu.tw/handle/123456789/25923 標題: 產學合一 分子診斷學 作者: 李定宇 摘要: 生物科技是集結基礎與實用的跨領域知識。從教學現場發現現今生科教師重基礎、輕實用，造成學生重死背基礎知識，輕實際應用的現況。本計畫針對教學進行問題盤點，設計四大階段、七大主題翻轉現今教學模式，全面性導入分子診斷基礎、臨床研究學術應用知識與耗材、技術服務、儀器產業應用知識，建構多元教學模板。師資方面融入大學教師、臨床研究員及不同生技產業主管從不同面向進行專家傳授，且提出不同產業實際問題讓學生進行問題導向性學習。教學場域從傳統教室融入精密儀器中心讓學生了解分子診斷相關儀器的真實樣貌及應用，更到生技公司進行實地學習。最後規劃實作學習，針對蝦子不同部位取樣進行疾病診斷，評估何種部位診斷效果最佳。我們從每堂課SLIDO即時互動軟體之學生答對率結果發現隨教學模式改變，成績有上升趨勢。更使用準實驗研究法比較教學現場改變前 vs. 改變後學習回饋問卷及學生學年成績，發現成績隨教學模式改變而顯著上升。因此此計畫建構基礎知識、學術應用、產業應用三位一體的嶄新教學模版，不但改善生科教師重基礎、輕實用問題，更能提升學生學習成效。期許未來可以施行於生科各大課程，以解決生科學生重死背基礎知識，輕實際應用現況，引導學生了解生科價值。 Biotechnology is the transdisciplinary knowledge that combines basic knowledge and application knowledge. From the teaching scene, we found that the teachers in the biotechnology field focus on teaching basic knowledge but ignoring application knowledge. This teaching leads students to focus on memorizing basic knowledge but ignoring knowledge application. This project aims to find the problems in the teaching scene and then design four parts and seven themes to revolve the teaching condition to solve problems happened in current teaching scene. It comprehensively introduces the knowledges of academic application, clinical application, and industrial application to the teaching, which will construct a diversified teaching model. University professor, clinical researchers, and biotechnological industry’s managers (i.e., the managers of biotechnological industries, including consumable product industry, technical services industry, and instrument development industry) are invited as teachers to teach their expert experience from different aspects and show novel technologies of biotechnology to students, which will execute expert teaching method. These experts also will provide the questions happened in real conditions to ask students to find the answers, and the process will help students to execute problem based learning and exploratory learning. Moreover, we also will lead students to visit precision instrumentation center to learn how diagnostic instrumentation to be used and visit biotechnological industry to learn how biotechnology knowledges to be applied in biotechnological industry, which executes field-based learning. Finally, we design the experiments to lead students to learn how to use biotechnology for shrimp disease diagnosis to execute hands-on learning. By using real-time SLIDO teaching software to observe the students’ learning status in each course, we found the correct response rate is enhanced along with teaching project executing. At the ending of this project, we used the quasi-experimental research method to compare learning feedback questionnaires scores and student semester scores before the change of teaching scene vs. those after the change of teaching scene. The results demonstrated a significant improvement in student’s study efficiency after this teaching program is executed. Therefore, we establish the novel teaching model that integrates basic knowledge, academic application, clinical application and industrial application. This teaching model not only solves the current problems in biotechnological teachings (i.e., emphasizing basic knowledge but ignoring application knowledge) but also improves the student’s study efficiency in the course. We hope to apply this teaching model to all major courses in the field of biotechnology in the future to prevent student to focus on memorizing basic knowledge and ignoring application knowledge and guide students to know the values of biotechnology, and then help Taiwan to cultivate biotech talents. 2024-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/25922 標題: 以協同教學法進行普通生物學專業英文教學作為進階生命科學的銜接教程 作者: 林士超 摘要: 我國推動2030雙語國家的政策雖具遠見並投入大量資源，但實務教學現場往往面臨執行技術與政策目標間的落差，本計劃的動機在探討如何透過教學實踐彌補此落差。傳統英文教育仍著重於一般通用英文的聽說讀寫，對專業英文重視不足，導致學生面對生命科學英文文本時常感焦慮與挫折。本計畫由英文與生物學教師協同教學，設計針對科學文本閱讀所需之英文句構、字根字首與搭配詞的教學活動，並在課堂中示範如何應用這些語言工具解析科學內容，最終透過學生口頭報告訓練其知識內化與表達能力。本計劃的教學成果顯示學生從前測的平均48.1分顯著進步到學期末的66.2分；量化的問卷調查結果更發現絕大多數學生高度肯定自己一學期的學習成果與具備面對未來相似挑戰的學習動機，兩者量化比分分別達到86.4%與84.4%的分數。質性訪談結果則指出學生認為教學方式符合自己預期，也認同協同教學的必要性，更一致認為這門課應該繼續延續，讓更多學生修習。因此，本計劃確實可透過教師跨領域協同教學，降低專業英文的門檻與陌生感，讓學生更可以學習如何擴充生命科學相關領域的專業英文字彙，進而內化並建構自己的專業知識。此一模式與成果可為推動雙語政策提供可行的實務參考，對落實2030雙語國家目標具積極助益。 While 2030 Bilingual Nation policy is forward-looking and has received substantial investment, a gap between technical implementation and policy objectives has been consistently observed. This project was motivated by the need to explore how teaching practices can help bridge that gap. Traditional English education primarily focuses on general English skills, including listening, speaking, reading, and writing, but places insufficient emphasis on English for Specific Purposes (ESP). As a result, students often experience anxiety and frustration when reading scientific articles. In this project, English and Biology instructors collaborated through a co-teaching model to design instructional activities targeting key elements necessary for reading scientific texts, including sentence structure, prefixes and suffixes of vocabulary, and scientific collocations. The curriculum also included guidance on how to apply these linguistic tools to analyze scientific texts and internalize these skills through oral presentations. The results indicated a significant improvement in students’ reading performance, with the average score increasing from 48.1 in the pre-test to 66.2 on the post-test by the end of the semester. Quantitative survey results further revealed that the majority of students highly affirmed their learning gains and expressed strong motivation to face similar challenges in the future, rendering the final scores of 86.4% and 84.4%, respectively. Qualitative interviews also indicated that students felt the teaching methods met their expectations, recognized the value of co-teaching, and unanimously agreed that the course should continue to be offered to benefit more students. In conclusion, this project demonstrates that interdisciplinary co-teaching effectively lowers the barriers and unfamiliarity associated with ESP learning. It helps students expand their scientific vocabulary in the life sciences and internalize essential ESP skills. This model offers a practical and scalable reference for advancing Taiwan’s bilingual education initiatives and contributes to achieving the goal of the 2030 Bilingual Nation. 2024-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/25921 標題: 分子視覺化擴增實境手機應用程式用於蛋白質功能與結構學習成效之研究 作者: 林泓廷 摘要: 蛋白質為細胞中最具多樣性的生物分子之一。蛋白質功能和結構涉及動態圖像和模型，以講義或投影片等方式難以完整說明蛋白質的複雜性和動態性。本計畫「分子視覺化擴增實境手機應用程式用於蛋白質功能與結構學習成效之研究」擬導入擴增實境對於瞭解蛋白質(或其他生物分子)功能和結構的新教學方法。在這項研究計畫中，將以食品科學系大三的選修課程「蛋白化學」為計畫配合課程。研究樣品人數約50人。計畫將著重探索並比較投影片配合口述及分子視覺化擴增實境手機應用程式導入的教學方法對學生的投入層面及學習成效的影響，擬導入擴增實境的新教材包含「蛋白質3D結構與我們的週邊環境」、「蛋白質也可以像手指」及「原來蛋白質功能可以看得到」等。根據學生問卷回饋，有84.7% 的學生表示使用擴增實境手機APP後，理解蛋白質與其他分子間的交互作用方式，大於未使用前的36.3%。此外，有63.7% 的學生願意再次使用分子視覺化分子視覺化擴增實境手機應用程式來協助學習，顯示使用分子視覺化擴增實境手機應用程式後，能幫助學生在學習蛋白質功能與結構上有更好的學習成效，並提升對課堂內容之興趣。 Protein is one of the most diverse biomolecules in cells. The functions and structures of proteins involve dynamic changes and models, and it is difficult to fully explain the complexity and dynamics of proteins through lecture notes or slides. This project "Research on the Learning Effect of Protein Function and Structure Using Molecular Visualization Augmented Reality Mobile Application" aims to introduce augmented reality as a new teaching method for understanding the function and structure of proteins. In this research project, the elective course Protein Chemistry in the Department of Food Science will be used as the course to implement the project. The study will involve approximately 50 participants. The project will focus on exploring and comparing the impact of teaching methods using slides with oral narration and molecular visualization augmented reality mobile application on the students' engagement and learning outcomes. The new teaching materials to be introduced with augmented reality include "Protein 3D Structure and Our Surrounding Environment,” “Proteins Can Also Be Like Fingers, “ and “It Turns Out We Can See Protein Function. ” According to student survey feedback, 84.7% of students indicated that after using the augmented reality mobile app, they understood the interaction mechanisms between proteins and other molecules better, compared to 36.3% before using it. Additionally, 63.7% of students expressed willingness to use the molecular visualization augmented reality mobile application again to assist their learning, showing that using the molecular visualization augmented reality mobile application can help students achieve better learning outcomes in understanding protein function and structure, and increase their interest in classroom content. 2024-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/25920 標題: 儀器分析課程加入Python程式設計之教學研究 作者: 方銘志 摘要: 食品科學系畢業生通常未受過電腦程式設計之正規訓練，因此當他們踏入職場後，往往不具有能理解、修改、及編輯程式碼之能力，在普遍與逐漸增加使用電腦自動化來執行、擷取、分析數據的食品加工業與食品分析檢驗業看來，食品科學系畢業生由於缺乏程式設計基本能力，往往成為他們在職場上之弱點與缺點，從而降低他們在食品相關職場上之競爭力。電腦程式設計屬於數位素養能力，歸納於108課綱學生核心素養三大面向中溝通互動面向之中，主訴求學生能廣泛妥善運用科技及資訊工具，與他人及環境有良好的互動。因此，本教學實踐研究計畫將於大學四年級之儀器分析課程中加入電腦程式設計訓練，除原本課堂資訊提供外，另加入Python程式設計相關專題演講與實務小專題操作，使用一個18波段之光學感測晶片(AS7625X)，讓學生親自利用Python撰寫程式與晶片溝通(學習I2C通訊協定)，使用3D列印製作光學裝置外殼(設計儀器)，實際擷取數據並藉由Python執行人工智慧機器學習法(使用PLSR, Partial least squares regression)，透過電腦程式設計實作與儀器分析課程相結合，加強學生於程式設計、統計模型與數據收集分析等能力，使學生在課後能具備撰寫python程式語言，能夠透過程式設計解決學習上與生活上的問題，並提升其未來職場上之競爭力。 Food science graduates usually have not received formal training in computer programming. Therefore, when they enter the workplace, they often do not have the ability to understand, modify, and edit program codes. From the perspective of the food processing and food analysis industries that collect and analyze data by computer programming which required the knowledge of coding. Computer programming is a digital literacy ability, which is summarized in the communication and interaction aspects. It mainly requires students to make extensive and appropriate use of technology and information tools to interact well with others and the environment. Therefore, this teaching research planed the addition of computer programming training to the instrument analysis course for students. In addition to the original teaching materials, Python programming-related special lectures and practical small-scale operations will be added, using an 18-band optical sensing chip (AS7625X) allows students to write programs in Python to communicate with the chip (learn I2C communication protocol), use 3D printing to make optical device housings (design instruments), actually capture data and execute artificial intelligence machines through Python (using PLSR, Partial least squares regression) combines computer programming practice with instrument analysis courses to strengthen students' abilities in programming, statistical modeling, and data collection and analysis. Programming language can solve learning and life problems through program design and enhance their competitiveness in the future workplace. 2024-08-01T00:00:00Z