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| 題名: | 機電整合實務/教育部111年度教學實踐研究計畫-業師型教師手把手以生活經驗融入翻轉工程跨領域學習瓶頸之混合引導式教學法:以車輛機電整合實務課程為例 |
| 作者: | 楊介仙
Jieh-Shian Young |
| 貢獻者: | 車輛科技研究所 |
| 關鍵詞: | 跨領域;引導式教學法;生活經驗融入;業師型教師;Cross-discipline;inductive pedagogy;human experience blended;expert-like instructor. |
| 日期: | 2023
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| 上傳時間: | 2024-02-29T12:44:45Z
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| 摘要: | 學生因取得資訊便利，以為課堂上所授之知識與技能垂手可得，學習態度已漸趨消極應付，若遇問題則求助網路資源，但對一些較基礎及應具備之基本知識與技能又顯得無能為力，因此學生僅停留於表面學習。然而工程科技的發展，仍是依人類生活經驗累積，特別是工程科技之基本原理與其機制，以人類生活經驗之思維是學習上最易理解且更易深化學生學習，而業師型教師為實務與教學經驗豐富的專業教師，若能以手把手以生活經驗融入工程跨領域教學，學生能學習到相關問題的核心基礎知識與技能，從消極的表面學習到積極的深入學習，將可翻轉工程學習之瓶頸。本研究計畫主要以「機電整合實務」教學課程為主，內容涵蓋微處理機設計，令學生學習車輛機電整合設計與技術實務，以人類生活經驗之思維融入工程教學之方法，學生能學習到跨領域問題的核心基礎知識與技能，培養學生跨領域學習之能力與技能，裨益學生具備獨立解決問題與終身學習的能力。本研究計畫之效度採前測、後測方式，評測對象為實驗組(修習課程學生)、對照組(未修課學生)，進步性分別為26.83%、-2.67%，顯示實驗組獲得較大的進步性，足見實驗組學生之學習成效。
This project focuses on the development of an inductive pedagogy that incorporates humanexperiences into cross-disciplinary engineering education. Its primary objective is to address thechallenges faced in instructing the Mechatronics Practice course for cross-disciplinary engineeringstudents at the Institute of Vehicle Engineering, National Chang-Hua University of Education. Over theyears, the vehicle industry and its technologies have undergone a revolution, with electronic andelectrical technologies becoming increasingly critical compared to conventional mechanicaltechnologies. However, the corresponding courses for progressive electronic and electricaltechnologies and practices have not been adequately integrated into the curriculum. Students invehicle engineering or broader mechanical engineering backgrounds will soon face the challengesarising from the ongoing revolutions in the vehicle industry upon graduation. While these students aregenerally interested in learning new and cross-cutting technologies, they often lack theconscientiousness required to pursue these subjects beyond their existing knowledge. Consequently, they may become discouraged and shrink back when they encounter difficulties in the classroom.Learning cross-disciplinary courses can become a tedious task for mechanical engineering and otherdiscipline students. Furthermore, teaching cross-disciplinary courses poses significant challenges inengineering education. Instructors must make the courses interesting and comprehensible, ensure thetransmission of knowledge is clear and intuitive, raise students' technical competencies inmechatronics technologies, and create authentic industry application environments. This projectproposes a step-by-step hybrid inductive pedagogy for flipped learning in cross-disciplinaryengineering education based on human experiences. Expert-like instructors play a crucial role ininducing students to learn the contents of the Mechatronics Practice course. Through providingexemplifications from human experiences that correspond to the definitions, specifications, andmechanisms covered in the course, these instructors aim to enhance students' intellectual abilities. Theproject anticipates that the proposed pedagogy will enable students to gain a deep understanding ofcross-disciplinary technologies based on human experiences within the mechatronics practice courseat the institute. Furthermore, students may acquire the capacity to learn various cross-disciplinaryengineering technologies and develop the skills and experiences necessary for lifelong learning. Theeffectiveness of this step-by-step hybrid inductive pedagogy will be evaluated and assessed to validateits reliability and efficacy in cross-disciplinary education. The assessment will compare the pre-test andpost-test results, along with their standard deviations, for two groups: the experimental group(students who took the course) and the control group (students who did not take the course). Theresults reveal that the experimental group exhibited a 26.83% improvement, while control groupshowed a -2.67% change. These findings indicate that the inductive pedagogy based on humanexperiences enhances students' learning outcomes in cross-disciplinary engineering subjects. |
| 顯示於類別: | [本校出版品] 教育部教學實踐研究計畫成果
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