以專題導向為基礎之相互教學翻轉教室對於工程教育的高認知層次與學習成效之影響;Investigation of Reciprocal Teaching and Flipped Classroom of PBL and their Influences on High Cognitive Level and Learning Achievements in Engineering education.

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題名:	以專題導向為基礎之相互教學翻轉教室對於工程教育的高認知層次與學習成效之影響;Investigation of Reciprocal Teaching and Flipped Classroom of PBL and their Influences on High Cognitive Level and Learning Achievements in Engineering education.
作者:	吳祖賢;Wu, Tsu-Hsien
貢獻者:	網路學習科技研究所
關鍵詞:	工程教育;專題導向式學習;翻轉教室;相互教學;Engineering Education;Project-Based Learning (PBL);Flipped Classroom;Flipped Classroom
日期:	2018-07-25
上傳時間:	2018-08-31 14:52:34 (UTC+8)
出版者:	國立中央大學
摘要:	有鑑於傳統工程教育中，學生缺乏實作、溝通、表達與創造等能力的培養，因此我們希望藉由PBL (Project Based Learning)、翻轉教室及相互教學等機制的導入，讓學生能透過實作更了解課堂所學，並增加團隊合作的互動機會，經由多重互動的過程中，激發學生在工程教育中高認知層次的發展。本研究分為一與二，且對象皆為工程背景的大學研究所學生，實驗時間皆為期18 週，教師皆為同一人，研究一共12 人採自由分組，且兩人為一組，研究二共10 人並採異質分組，一樣兩人為一組。研究一，基於專題導向式學習，我們進一步導入翻轉教室的教學機制，從訪談中得知，學生們覺得可促進交流整合各種想法，也可以聽到很多新奇的概念，有助於加深對課堂內容的理解，且比起以往老師只是要同學們回家預習更有效，不像傳統課程僅僅是上課然後考試，經由與同學討論、報告分享、實作，會更瞭解老師上課的內容觀念與應用方法，但也存在一些缺點的部分，像是此次上課方式學生們覺得較少得到老師的幫助與互動，較難的課程內容需要老師更多的協助和教學，且作業量對學生們來說負擔太大，另外學生們期待實作軟體可多增加教學與輔助，也建議老師使用電腦教室上這門課，會幫助他們讓LabView 的實作完程度更高，希望能直接在課堂上有操作演練。研究二在課程的規劃上，比研究一更有彈性且減少了學生所感受作業量的負擔，讓學生有更多時間來發展高認知層次，此外，研究二也為學生安排每隔一週的實作練習，有助加速學生對工程知識的記憶與理解，同時促進在應用與分析等高認知層次上的發展。其中研究二還另外加入相互教學法，與翻轉教室相輔相成，促進學生在課堂上的討論與反思，藉此逐步激發出學生們的高認知能力，如:創造層次。而研究結果發現，透過研究一與研究二的觀察，除了已幫助學生跳脫傳統教學基本的記憶、理解認知層次，並提升在工程教育中應有的應用與分析等認知層次外，也逐漸激發出學生們在該領域的新思維和創新想法，但未來仍存在我們能繼續改進的地方和努力方向。;Compare to traditional engineering education, it is common that students have little training on project implementation or less chances to cultivate their abilities of communication, expression, and creativity. Therefore, we hope to incorporate project based learning(PBL), flipped classroom, and reciprocal teaching into the classroom to help students become better team players and also enhance their advanced cognitive skills through multiple activities. The object of study one is twelve graduate students from a university in Taiwan, major in Electrical Engineering and took "Signal Processing of Power Quality Disturbances" class in their first year. They were divided into six groups with two students per group. The results show that the learning activities we incorporated into the class have put a weight on students′ loading. Therefore, students have no enough time to think about new ideas or move forward to develop their advanced cognitive skills such as evaluation or creative ability. The study two shares the same background of object and same teacher as study one, except only ten students included in the study. However, we had made suggestions to group students through questionnaires based on their tendency of leadership and creativity for five groups with two on each group. The results show that students′ advanced cognitive skills improve gradually through and students are satisfied for this course via online survey. Compare to study one, the plan of study two is more flexible and hence to reduce students′ class loading. Furthermore, we arranged LabView course at a computer lab twice per month. The goal is to enhance students′ concept knowledge and develop their advanced cognitive skills through hands on practice. We have found students gradually develop their advanced cognitive skills. In the future, we hope to work continually and find out more to improve students′ learning experiences on this field.
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