National Changhua University of Education Institutional Repository : Item 987654321/20042

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NCUEIR > Publication > 教育部教學實踐研究計畫成果 > Item 987654321/20042

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/20042

Title:	沿海生物資源/沿海生物資源永續發展和實務/教育部110年度教學實踐研究計畫-你來我往–沿海濕地養殖與環境永續創新教學的行動研究
Authors:	姜鈴 Jiang Ling 耿全福 Chuian-Fu Ken
Contributors:	生物學系
Keywords:	USR 計畫;產學合作;濕地保育;友善養殖;行動研究;USR Plan;Industry-Academy Cooperation;Wetland Conservation;Friendly Aquaculture;ActionResearch
Date:	2023
Issue Date:	2024-02-29T12:37:45Z
Abstract:	你來我往-沿海濕地養殖與環境永續創新教學行動研究，檢測本校USR計畫實踐服務課程對學生學習的多元成效。110-1沿海生物資源、110-2沿海生物資源永續發展和實務，課程結合全國及彰化縣最高產值文蛤養殖，其吸收CO2減緩海洋酸化，混養魚蝦的豐富生態系和多元化水產品，為最佳友善環境養殖，帶動溼地生態觀光旅遊，促進社區多元發展。本創新教學特點：建立產學共學共域關係，讓師生走出學校、地方走入大學，融合課室、實驗室及養殖漁業發展協會、產業觀光發展協會和友善養殖觀光示範魚場和沿海濕地，做為理論實踐場域，共同發掘地方問題，促進學生實踐技能和地方互動。2門課程實施1學年分別達成提升1.學習動機和專注 (2.47%、6.09%)；2.提早規劃學習進路 (1.81%、3.48%)；3.強化理論實踐，落實學用合一 (2.15%、4.35%)；4.服務產業提升自我社會價值 (2.14%、2.39%)；5.促成大學和地方互動 (3.50%、5.22%)；6.培養與自然共生環境永續理念 (3.81%、5.00%)。下學期"沿海生物資源永續發展和實務"比"沿海生物資源"提升6大目標依序達2.16%、7.78%、8.24%、5.73%、1.30%、5.85%，其中又以目標2、3、5、6學習成效更顯著，顯示「產學共學共域和實務操作」在提升學生提早規劃學習進路、落實學用合一、促成大學地方互動、培養與自然共生環境永續理念確實更有成效。 You come, I go – An action research on innovative teaching of coastal wetland aquaculture andenvironmental sustainability, will evaluate the multifaceted effects 2 service-oriented courses offeredthrough a USR (University Social Responsibility) project on student learning. The courses, which havebeen over the past 2 years and will be continually offered at the National Changhua University ofEducation, include 1. Coastal Biological Resources, 2. Sustainable Development and Practice on CoastalBiological Resources. Clam farming is one of the important and the most valuable (in monetary value)aquaculture sectors in Taiwan and especially more so in Changhua County. More importantly, clamfarming is a super representative of the concept of eco-friendly farming with its positive effects oncarbon sequestration and hence decrease in ocean acidification. It usually practices co-culturing withfish and shrimps, forming an ecologically diversified food-web and an economically viable chain offood products. In recent years, wetland tours centering on costal aquaculture sector has been a vitalaspect of diversifying the development of local community. Curriculum innovation features: toencourage teachers and students to walk out of the school and the local residents and aquaculturefarmers into the campus, and to integrate classrooms, laboratories of school, and wetland and localaquaculture ponds at Wanggong, Changhua as a venue for co-learning and co-working. Experts andscholars in the classroom will discuss relevant and pressing issues with local industry players, whereasstudents as assistants will immediately help the industry players in their studies to promote thelearning motivation and practical skills. National Changhua University of the Education sets up thespecialized courses to cultivate local essential talents, maintain coastal ecological health, and sustainthe environmental conservation and the aquaculture development in Changhua. This innovativeteaching strategy with 'Industry-Academy Cooperation by co-learning and field-sharing' six major goalsfor the participating students and local community are achieved the following goals (% improvementin learning effectiveness of 2 courses): 1. improve motivation and concentration of learning (2.47%,6.09%); 2. contact workplace early and actively plan their learning paths (2.15%, 4.35%); 3. strengthenthe connection between theories and practices and avoid the mismatch between study and use (2.14%,2.39%); 4. serve local residents and industries (2.14%, 2.39%); 5. foster partnership between universityand local community (3.50%, 5.22%); 6. establish the concept of coexistence with nature andenvironmental sustainability (3.81%、5.00%). Among which 110-2 Sustainable Development andPractice on Coastal Biological Resources course compared to 110-1 Coastal Biological Resources coursein the aforementioned six goals increase in goal 2 (7.78%), goal 3 (8.24%), goal 4 (5.73%), and goal 6(5.85%) the learning effect are more significant showing that is indeed more effective in improvingstudents' early planning of learning paths, implementing the integration of learning and use,promoting university-local interaction, and cultivating the concept of sustainable symbiosis withnature.
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