職業訓練中心之木工教學實態與學習認知

在技職教學的體系當中，以傳統教學的方式作為其教學方法的中心，絕大部分的教學者都是承襲自過往所學的內容，並依據自己的理解稍作改良後，便作為一套常用模板來教導學員，如此的教學方式雖並無不可，但是否仍有更好的教學方式可供使用。海外近幾年所提倡的翻轉教室，在教學業界中已有諸多教學人士嘗試使用，但結果多為叫好不叫座，且學員反應不佳，部分使用翻轉教室教學的教員更是被學員誤會教學內容準備不充足，甚至被冠上薪水小偷的惡名。不禁讓人思考在國外被人如此推崇備至的教學方式，為何在國內卻淪為如此下場，是否為文化、國情的差異，還是使用方法錯誤所致，故希望藉由此次研究來了解翻轉教室是否可與木作工藝的教學做結合。同時，筆者身為一名木工教學者，更希望可進一步分析了解這其中的原委，改善本身的教學方式，並藉由研究木工專家教學構面的想法與解析木工學員學習階段，歸類學習方式階段之成果，達到修正教學方式使其更符合實際之目的。從本研究可知，專家學者們普遍認為動機構面越偏向專業者，所使用的工具也更偏向全面性，方式構面越初階者，對於動機構面發展的可能性越為多元。在學習效能上，若將教學方式由目前純粹的傳統教學，融入翻轉教室的理念後，將會為學員的學習帶來更好效益，學習動機為生活應用與休閒娛樂者可被歸類為興趣實務學習者，而學習動機為職工技能、廣度認知、深度專精者則被歸類為專精職工學習者。經調查，職訓學員木作開始學習工藝的目的大多為職工技能，對其所學使用在工作之上抱有一定的期望，而在離開職訓後多以自發性探索的方式持續學習，對木藝學習的預算落在五萬以上，學習方向則多以家具、裝潢為學習目標；職訓木藝學員推測應是對自我興趣或第二專長做準備，因此並無積極的投入木工相關產業，亦或是學習後仍對自己的手藝與技術較無自信，故最後選擇繼續以原有專職工作為主要收入來源而不進入木工產業。另外學員大都對課程與職訓證照持肯定態度，也認為學習後對生活有所改善，此外許多學員也表達在生活中僅管渴望製作木藝作品，但在空間上仍有許多限制問題無法克服，且學員中持有手工具者居多，對於手工具的使用與保養修整多數也持正面態度，願意花費時間將其練至熟練，在工具購買的考量中態度則較偏務實，價格合理與否就成為判斷是否購入此工具的主要因素。關於改善建議的部份，根據研究分析顯示，木作工藝確實可用翻轉教室進行教學，但必須注意要排除機具操作的安全風險顧慮問題，其翻轉教室的進行除了翻轉教學方式外，更需要去翻轉教員的想法，才能達成教學相長的效能；這主要是因職訓學員通常為成年人，所以較會有明確的學習動機與目標，因此學員與翻轉教室是有一定契合度的存在。此外，儘管翻轉教室的進行確實有利於學習者的思考與理解，但建議仍需在其中穿插傳統教學的教學方式，如此方能讓教學更加完整且更符合需求；再者，課程後的實際操作能有助於學員增加評鑑的能力，使其對作品的社會標準建立一定的概念，讓學員在自行尋找方法產出作品時仍能符合相關規範？研究證實職訓課程與實務確實能對工作上有所助益，而工作上的經驗與應變必須靠學員自行去累積，儘管證照的獲取並不能證明學員擁有相對應的能力，只說明證照持有人達到工作基本技能的要求，但證照確實能成為在工作上向雇主證明能力的有力證據。另外，裝修、木工產業是個較為封閉的產業，相關知識也非可一言以蔽之，其中的關鍵都是經由不斷的累積與學習而成，職訓短期的課程對於工作職涯上有多大的幫助，其實未有定數，但至少這是個開始的機會，倘若能在短期的課程當中，讓學員能獲得更大的收益，亦是餘溢的教學果效。

關鍵字

木作工藝；翻轉教室；職訓中心；學習認知

並列摘要

The conventional manner of instruction has gained center stage in the technical and vocational education system. The vast majority of educators pass on the protocols they have learned to their students and instruct them using what they understand with minor alterations. While this approach is adequate, one must consider whether there is a more effective teaching strategy. The flipped classroom method that has been promoted abroad has been attempted by numerous persons in the education field. The majority of them received praises yet were not positively embraced by the students. Students sometimes misunderstand teachers who employ the flipped classroom method and even accuse them of being slackers. Is this outcome the product of the difference in culture or the wrong teaching approach? The author wishes to use this research to determine whether flipped classrooms are appropriate for teaching woodworking crafts. As a teacher, the author wishes to further analyze and comprehend the causes of this matter in order to enhance his personal instructional strategies. Additionally, it is hoped that this research will enable readers to comprehend the classroom instruction of specialists in carpentry, to improve instruction methods realistically, and assess the classification of learning phases for carpentry students. According to the research, experts generally believe that the more professional the motivation, the more comprehensive the tools used will be. The more elementary the technique dimension is, the more varied and diverse the development opportunities for the motivational dimension are. If the teaching approach is shifted from the current traditional teaching to the flipped classroom, it will improve effectiveness and enhance student learning. Those who are motivated by life applications and leisure can be categorized as Interest and practical learners. Those whose learning motivations are employee skills, breadth of cognition, and depth of expertise, can be categorized as advanced learners. The survey found that the trainees in vocational training began acquiring woodworking crafts in order to develop their professional competencies. They hoped to apply what they had learned to their occupations. The budget for learning wood art exceeds 50,000 yuan, and the course's learning objectives are furniture making and renovation. Vocational carpentry students may be honing their skills to pursue their hobbies or a second specialty, therefore they haven't made significant investments in the carpentry sector. After a course, they might become less confident in their skills and ultimately decide to stick with their initial full-time job to support themselves. The majority of people are eager to create wooden artifacts, but there are still many constraints that cannot be addressed. Besides, many have hand tools. The majority of them have a favorable outlook on using, caring for, and repairing hand tools. They are more pragmatists when purchasing tools; and their deciding factor for making a purchase depends on whether the price is fair. Regarding recommendations for improvement, according to the analysis, it is possible to teach woodworking in flipped classrooms, but it is important to take precautions to ensure machine operation poses no safety risks. To create a setting where teaching and learning may mutually benefit, it requires not just shifting the teaching approach, but more importantly, shifting the way teachers think. Mainly because vocational trainees are mostly adult learners who typically have distinct learning motivations and objectives, hence this population is susceptible to the use of flipped classrooms. Although a flipped classroom encourages learners to think critically and comprehend concepts,traditional teaching techniques should also be used to round out the curriculum. Moreover, the practical operation after the course will help students increase their evaluation ability. Vocational training programs and exercises can be beneficial for one’s job. However, obtaining credentials cannot demonstrate one’s performance ability, work experience and adaptability must be acquired by the student themselves in order to meet the job's minimum skill requirements. Besides, since the renovation industry is a niche one, it is impossible to sum up the knowledge relevant to it in one or two sentences. Continuous accumulation of knowledge and learning are crucial. No one can truly predict how much a brief vocational training program will advance one’s career, but at least it provides the first opportunity. Short-term courses, in essence, can have tremendous validity with their added outcome when the trainees are able to harvest benefits beyond their expectations.