實施去中心化與適性策略於EMI工程科目：以流體力學課程為例

Abstract

新世代學生具有多元學習特質，傳統講述式教學法運用於工程課程中已面臨嚴峻的挑戰。本計劃設計去中心化且滿足學生多元學習特質的課程，以協助學生適性學習。在英語爲媒介授課(EMI)的情境下，除了因應新世代學生的多元學習特質，亦協助學生在以英語為授課媒介的環境下學習，並提升學生整體學習動機態度，故規劃整合了翻轉教室、探究式學習與問題導向教學法的創新課程方案。該課程透過三種教學法進行：（1）翻轉教室(Flipped-classroom)：將課程內容理論講解拍攝成影片，提供學生可依自我學習情況於課程進行前學習，於課堂中則讓學生透過影片學習所具備知識進行課程內容探究與應用。（2）探究式學習（Inquiry-based Learning）：鼓勵學生主動探索，於課堂中安排實作之學習活動。（3）問題導向教學(Problem-based Learning)：於課堂中利用實際案例，予於學生能結合已具備知識去著手解決問題。整合上述教學法的設計，期在以英語為媒介教授工程課程的環境下，提高學習效果並培養批判思考與協作能力。本研究於整體課程進行後運用量化研究方法探究了解學生對此規劃之創新教學法的接受度、回饋，以及其學習成效差異。透過本研究的研究結果，期能提供新世代多元學習特質的學生更能於工程類學科學習適性發展，以培育未來不可或缺的工程人才。 Students of the new generation exhibit diverse learning characteristics, rendering traditional expository teaching methods increasingly challenged in the context of engineering courses. This project designed a decentralized curriculum that catered to the multifaceted learning traits of students, thereby facilitating adaptive learning. In the context of English-medium instruction (EMI), this program not only addressed the diverse learning characteristics of the new generation but also supported their acclimation to learning in an English-language instructional environment, enhancing their overall motivation and attitude toward learning. Consequently, the plan integrated an innovative curriculum that combined flipped classroom methodologies, inquiry-based learning, and problem-based teaching. We implemented the curriculum using three distinct pedagogical approaches: (1) Flipped Classroom: Theoretical content was delivered through pre-recorded videos, allowing students to engage with the material at their pace before classroom sessions, where they applied the knowledge gained from the videos to explore course content. (2) Inquiry-Based Learning: Students were encouraged to actively explore, with hands-on learning activities integrated into the classroom. (3) Problem-Based Learning: Practical cases were utilized, enabling students to apply their knowledge to problem-solving tasks. The amalgamation of these teaching methods aimed to enhance learning outcomes and foster critical thinking and collaboration skills in an English-medium engineering course setting. This study employed quantitative research methods after course completion to explore and understand student acceptance, feedback, and learning outcome disparities associated with this innovative pedagogical approach. The findings are expected to provide insights into how students with diverse learning characteristics can be better supported in their adaptive development in engineering disciplines, thereby nurturing the indispensable engineering talent of the future.