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|Keywords: ||CAN匯流排;⾞載網路系統;引導式教學法;教學法;SAE J19391規範|
Controller Area Network (CAN);In-Vehicle Network;Inductive Teaching Method;Pedagogy;SAE J1939 Standard
|Issue Date: ||2021-01-30T17:30:18Z
|Abstract: ||本研究計畫為⾞載網路系統CAN實務之教學課程實踐為主，導入SAE J1939規範之實務，並以⾞輛電⼦微控制器(MCU)基 礎課程中之軟體、韌體及硬體之設計與技術實務課程之教學教法，建構應備之教學實驗教材，包括電動機之機電整合課程 內容，再以CAN匯流排之技術實務課程，循序漸進地達成⾞輛電⼦、⾞載網路系統之系統整合設計與製作之技術實務課 程，以培養學⽣獨立解決問題、深入學習與終⾝學習的能⼒。計畫中將研究⾞輛與電⼦跨領域課程中以問題導向及專案導 向為學習之混合引導式教學法應⽤於⾞載網路系統課程之教學實踐研究對學⽣的學習效果及影響。本研究計畫對單元課程 以相同時數授課及不同時數之實務解說，並對不同背景學⽣或學員進⾏前測及後測⽅式分別評估教學效果，題⽬分為基 礎、初級及進階三類，課程中以微處理機單元為評測單元，先以機械背景學⽣為分析，皆為第⼀次接觸微處理機，共分 A(⼤學部學⽣但不含實務解說)、B(⼤學部或研究所學⽣，含3⼩時實務解說)及C(⾼⼯、五專或四技具修⾞廠⼯作經驗學 員，含6⼩時實務解說)等三組，整體進步性分別為21.36%、27.33%、33.06%，且前測皆為10%以內，實驗結果顯⽰課 程中實務解說可提升學⽣學習成效，⽽學習態度及動機亦為提升學習成效之重要關鍵因素。|
This project mainly aims at developing and constructing the practical materials for the in-vehicle network systems based on embedded microprocessor and aims at the pedagogy of the in-vehicle network practical course, SAE J1939 for CAN especially, since the technologies involved in this course and the demands for both the traditional and progressive vehicles will not fade away. Furthermore, the technologies will become more crucial and compulsory in forthcoming decades. The in-vehicle network system that connects and share data with the electronic systems in a vehicle has become one of the essential researches for the automotive electronics. In addition, the continuous innovation of the electronic industry makes the automotive electronic systems as one of the main roles in vehicle industry. The vehicle engineering is currently transferring from traditional mechanical related engineering to progressive electronic and electrical related engineering due to automotive electronics progresses, deficient petroleum, environment protection issue, etc. However, the courses of the automotive electronics related are still scarce in the vehicle engineering education or the vehicle vocational education. The students in departments or institutes of vehicle engineering would be stripped of their competitive ability if they do not learn from the automotive electronics related courses efficiently or there are not enough such courses for them. On the other hand, the instructors are responsible in well teaching automotive electronics related courses instead of the traditional courses. CAN system is one of the breakthroughs for current transient status of the vehicle technology development. The CAN systems course will help students for careers in in-vehicle network systems. This project investigates the underlying pedagogy of CAN system practical courses, especially in teaching SAE J1939 Standard for CAN and its implementation. It utilized inductive teaching and learning methods such as inquiry-based, problem-based and project-based learning. In this project, a unit of this course, named MCU Practice, is studied. The pre-test and post-test has been utilized to evaluate the results of the proposed pedagogy for the students from different disciplines with the same lecture hours but different lecture hours in practical case study. The assessment of the proposed pedagogy for a unit (micro-controller unit, MCU) in the course is studied by pre-test and post-test. There are 3 test groups: Group A (The undergraduate students without practice demonstration), Group B (The undergraduate and graduate students with 3 hours practice demonstrations), and Group C (technicians who have more than 6-years experiences with 6 hours practice demonstrations). The Group A, B, and C all have the improvements of the MCU knowledge and technology approach to 21.36%, 27.33%, and 33.06%, respectively. The results show that the practice demonstrations is important in teaching MCU unit. Furthermore, the learning attitude and motivation also dominate the improvements of learning effectiveness.
|Relation: ||計畫編號：PEE1080011; 研究期間：201908-202007教育部教學實踐研究計畫|
|Appears in Collections:||[本校出版品] 教育部教學實踐研究計畫成果|
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