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

Abstract

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.