http://scholars.ntou.edu.tw/handle/123456789/23493 Tue, 03 Nov 2026 06:50:43 GMT 2026-11-03T06:50:43Z http://scholars.ntou.edu.tw/handle/123456789/26841 標題: 離岸風電基礎水下結構之防蝕設計分析與檢測評估研究-採用CIPP發展評鑑模式 作者: 李弘彬 摘要: 臺灣地處亞熱帶，屬高溫、高濕、高鹽的海島型氣候，屬於腐蝕嚴苛之海洋環境，材料腐蝕對公共工程結構物使用壽命具有嚴重危害性，因此腐蝕防治為亟需嚴正面對的重要課題。依據CIPP評鑑模式之架構分為背景、輸入、過程與成果四個面向進行評鑑，以修課學生評鑑指標之離岸風機基礎結構之防蝕設計分析與檢測評估研究之腐蝕教育課程方案為研究對象。針對海洋工程材料結構腐蝕與防護課程執行水下腐蝕實驗，以1.發現問題包含觀察現象、蒐集資訊、形成或訂成問題、提出可驗證的觀點。2.規劃與研究包含尋找變因或條件、擬定研究計畫、收集資料數據。透過循環動態歷程規劃離岸風機基礎結構之防蝕設計分析與檢測評估研究，從實際實地觀察/發現腐蝕問題，進行腐蝕問題的設計與分析，透過規劃腐蝕研究策略、尋找腐蝕合適場地、研擬腐蝕分析方案、採取行動實施方案、參閱相關文獻資料，對腐蝕方案評鑑，進而解決腐蝕問題，最後成果呈現與分享。 Fri, 01 Aug 2025 00:00:00 GMT http://scholars.ntou.edu.tw/handle/123456789/26841 2025-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/26840 標題: 是的船長! 團隊導向學習策略應用於動力船舶課程以提昇學習參與度 作者: 張在欣 摘要: 台灣海峽擁有優越的風場條件，且近海作業眾多，諸如離岸風電、離島客船、海上工程船等皆須動力船舶船員的支持。因此，培養動力小船操作人員的專業技能，對於離岸風電產業和海事工程的發展至關重要。然而傳統的課堂教學，對於航行中之必備程序尚付之闕如，無法有效提升學習參與度及滿足實務訓練需求。究其原因乃在於缺乏實務操作與理論相互印證，學生無法體認船員工作需要互助合作，方能完成團隊協作任務，且教育模式未能與業界有效接軌。然而船員工作尤為強調團隊合作的重要性，包含明確分工、高效協調、共同行動與尊重信任。因此，本計畫擬在現行航海教育制度下，提出「是的船長!團隊導向學習策略應用於動力船舶課程以提昇學習參與度」。採用團隊導向學習策略，建構異質性團隊，引進業師設計真實案例情境，透過團隊討論，角色分工如船長、航海員、水手等，協同完成各項任務，並導入互動反饋系統TronClass及Kahoot，設置團隊競賽模式，通過競賽促使學生主動參與，增強團隊的凝聚力，另將帶領學生至實施場域進行團隊任務，包含避讓，安全距離控制及緊急情況時團隊應變能力。預期本計畫之實施，將活絡學生學習動機與參與度，並輔導學生取得「中華民國動力小船駕駛執照」，提升就業競爭力。 Fri, 01 Aug 2025 00:00:00 GMT http://scholars.ntou.edu.tw/handle/123456789/26840 2025-08-01T00:00:00Z 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