http://scholars.ntou.edu.tw/handle/123456789/23370 Fri, 24 Apr 2026 07:38:09 GMT 2026-04-24T07:38:09Z http://scholars.ntou.edu.tw/handle/123456789/25946 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. Thu, 01 Aug 2024 00:00:00 GMT http://scholars.ntou.edu.tw/handle/123456789/25946 2024-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/25945 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. Thu, 01 Aug 2024 00:00:00 GMT http://scholars.ntou.edu.tw/handle/123456789/25945 2024-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/25944 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. Thu, 01 Aug 2024 00:00:00 GMT http://scholars.ntou.edu.tw/handle/123456789/25944 2024-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/25943 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. Thu, 01 Aug 2024 00:00:00 GMT http://scholars.ntou.edu.tw/handle/123456789/25943 2024-08-01T00:00:00Z