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NCUEIR > Publication > 教育部教學實踐研究計畫成果 > Item 987654321/20049

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/20049

Title:	電路學(二)/教育部111年度教學實踐研究計畫-以問題導向學習(PBL)優化傅立葉分析之教學
Authors:	王朝興 Chau-Shing Wang
Contributors:	電機工程學系
Keywords:	傅立葉分析;問題導向學習;問題解決能力;學習動機;學習表現;Fourier analysis;problem-based learning (PBL);problem-solving ability;learning motivation;learningperformance.
Date:	2023
Issue Date:	2024-02-29T14:21:00Z
Abstract:	傅立葉分析的應用非常廣泛且重要，對於大學二年級學生而言，傅立葉分析是一個頗為抽象難理解的數學理論，授課老師如何講解才能讓學生易於吸收了解一直是個挑戰，以往許多學生在學習過傅立葉分析之後，仍不甚理解或不熟悉其應用，進而影響後續進階課程的學習意願。為了解決此困境，本教學實踐研究以問題導向學習之教學法，針對不同主題設計生活可能遭遇的問題，讓學生從解決問題中學習理論、應用理論於問題解決，進而提升學生的問題解決能力，使學生突破以往僅熟練於傅立葉的數學解題，卻不知其廣泛的應用面。同時，本研究的問卷調查與統計分析也顯示PBL教學法能明顯改善學生對該課程的學習表現與學習興趣；整體來說，學生對於課程內容與教材的看法與滿意度介於普通與滿意之間；問題解決能力的問卷調查結果顯示前期、中期、後期的全班平均值皆呈現進步的現象。許多學生的心得回饋表示:藉由解決PBL問題的過程中，較容易了解傅立葉理論及濾波器的實際應用，較有真實感，而且解決問題帶來的成就感有助於學生的學習表現與學習興趣的提升，這結果與統計量化分析結果相吻合。 The application of Fourier theory is extensive and important. For sophomores, Fourier analysis is arather abstract and difficult mathematical theory to comprehend. It has always been a challenge forinstructors to explain it in a way that students can easily absorb and understand. Many students in thepast have struggled to comprehend or become familiar with its applications even after studying Fourieranalysis, which subsequently affects their motivation to learn advanced courses. To address thisdilemma, this pedagogical research adopts a problem-based learning (PBL) teaching method. Itdesigns problems based on different topics that students may encounter in daily life. By solving theseproblems, students learn the theory and apply it to problem-solving, thereby enhancing their problem-solving abilities. This approach aims to break the pattern of students merely being proficient in solvingmathematical problems related to Fourier analysis without understanding its broad range ofapplications. Furthermore, the questionnaire survey and statistical analysis conducted in this studyalso indicate that PBL teaching methods significantly improve students' learning performance andinterest in the course. Overall, students' opinions and satisfaction with the course content and teachingmaterials is between average and satisfactory levels. The questionnaire survey on problem-solvingabilities show a progressive improvement in the class's average values in the early, middle, and later stages. Many students' feedback indicates that through the process of solving PBL problems, they findit easier to understand the practical applications of Fourier theory and filters, which makes it morerealistic. Moreover, the sense of achievement derived from problem-solving contributes to theenhancement of students' learning performance and interest, which is consistent with the results ofstatistical and quantitative analyses.
Appears in Collections:	[Publication] 教育部教學實踐研究計畫成果

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