English  |  正體中文  |  简体中文  |  Items with full text/Total items : 6480/11652
Visitors : 20608804      Online Users : 278
RC Version 3.2 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Adv. Search
LoginUploadHelpAboutAdminister

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/12777

Title: 問題解決教學策略對高職電機電子群學生在技職教育網路學習之研究---以微處理機課程為例(II)
The Study of Problem Solving Strategy on the Effectiveness of Microprocessor Curriculum Program in Vocational High Schools (II)
Authors: 陳繁興
Contributors: 工業教育與技術學系
Keywords: 問題解決;問題解決態度;微處理機實習;非同步遠距教學;單晶片微電腦
Problem Solving;Microprocessor Practice;The Attitude toward Problem-solving;Asynchronous Distance Learning
Date: 2002-08
Issue Date: 2012-08-06T03:50:36Z
Publisher: 行政院國家科學委員會
Abstract: 問題解決教學策略,是一種以問題為主,以思考為中心所建構的教學活動。傳統式教學向以灌輸知識為重心,學生只能被動的接受知識。而在問題解決教學中,即能指導學生解決問題、培養獨立思考的能力、發現事實等能力。本研究為二年期之專題計畫,第一年旨在發展高職電機電子群微處理機課程之線上教學系統。採用文獻分析及專家會議等方法,將問題解決教學策略融入微處理機課程,依問題解決的模式發展線上教學系統,經七位專家、二十位修課學生進行系統評估後,作為系統及教材的參考修正依據。第二年研究係依第一年建置完成的教學系統,進行實際教學實驗,探討問題解決教學策略應用於非同步遠距教學系統,對高職電機電子群學生「微處理機實習」課程學習成效的影響。採不等組前─後測之準實驗設計,以立意取樣方式選取國立苗栗農工職業學校電機科三年級學生共八十三人為研究對象,其中甲班四十三人為控制組,採用一般模式遠距教學,乙班四十人為實驗組,採用問題解決模式遠距教學。教學實驗前先對全體樣本進行前測,接著進行七週總計四十二小時的教學活動,再對兩組學生進行「微處理機實習」課程學習成就(包括學科與術科)以及問題解決態度量表測驗。本研究獲得的結論主要有以下幾點:一、問題解決教學策略有效增進電機科學生「微處理機實習」課程學習成就,值得推廣。二、一般模式遠距教學與問題解決模式遠距教學兩組學生,對於問題解決態度大部分無顯著差異。三、問題解決教學策略對於提升「微處理機實習」學習成效有正面助益。四、「微處理機實習」課程學習成就表現高分組與低分組學生,在問題解決態度方面有顯著差異。五、問題解決態度與「微處理機實習」課程學習成就有相關存在。最後,針對研究提出建議,以作為實施問題解決教學融入專業課程之參考。
The purpose of this study was to explore the influence of applying problem-solving teaching strategies to the asynchronous distance learning system on students learning effectiveness of “ Microprocessor Practice ” course taught in the electrical and electronic cluster departments at the vocational high school. For this study, the pretest-posttest nonequivalent groups design of quasi-experimental drsign was used. The participants were 83 senior students from National Miao-Li Agriculture and Industrial Vocational High School, who were selected by purposive sampling and divided into two groups. The control group included 43 students from class A, who were taught with normal-mode distance learning strategies; the
experimental group included 40 students from class B, who were taught with problem-solving mode distance learning strategies. Before the teaching experiment, a pretest was administrated to all participants. After that, the teaching activities for 7 weeks amounted to 42 teaching hours. At last, the posttests included achievement test and problem-solving attitude measures were given to the two groups of students. The conclusions of this study shown: 1. Problem-solving teaching strategy is an effective teaching tool for students in the“ Microprocessor Practice ” course.
Teachers in the future should consider using this method. 2. There were no significant differences in attitude toward problem-solving strategies between the two groups. 3. Problem-solving teaching strategies have positive effect in increasing students’ learning potential in the “ Microprocessor Practice ” course. 4. The attitude toward problem-solving strategies was significantly different between the lower-score group and the upper-score group in the “ Microprocessor Practice ” course. 5. The attitude toward problem-solving strategy was related to students’ learning achievement of “ Microprocessor Practice ” course. This study will provide suggestions to vocational high school teachers who set up
distance learning websites, the Microprocessor Practice course at the vocational high school and further studies.
Relation: 計畫編號::NSC 90-2516-S-018-008; 研究期間:200208-200307
Appears in Collections:[工業教育與技術學系] 國科會計畫

Files in This Item:

File SizeFormat
2030100312005.pdf81KbAdobe PDF364View/Open


All items in NCUEIR are protected by copyright, with all rights reserved.

 


DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback