設計思考模式結合STEM教學在高中生活科技機電整合單元之研究

機電整合單元包含電子、電機、資訊、機械、控制等工程領域內容，是一種跨學科課程，在領域與領域之間涵蓋著STEM（科學、科技、工程、數學）的相關知識。STEM知識的教學過程中應該要讓學習者有目的性的規劃，了解如何將知識應用於實作中，並讓學習者在設計過程中自我反省，以深化知識的應用，進而解決面臨的問題，透過做中學的策略整合理論與實務是學習機電整合內容中最好的一個步驟及方法。設計思考模式包含體驗、體會、概念發想、原型製作、測試評估，是一種以人為本的模式，希望設計者能夠體驗問題、了解問題並解決問題。除了概念的理解與應用、工具的使用，希望學習者未來在製作產品或是解決問題，不再只是為了製造而製造，而是以人為出發點生產出符合需求的產品。其中教學活動內容包含STEM知識、設計思考模式的教學、工具的使用，探討設計思考模式是否可以幫助學習者，學習機電整合實作課程時學習成效及實作表現的影響。研究貢獻包括產出適用於高中的設計思考模式融入STEM機電整合課程、STEM實作態度量表評量、實作評量工具用於教學環境中；教學實驗結果顯示透過設計思考模式的STEM機電整合課程之有助於提升學習成效、實作技能。

關鍵字

設計思考； STEM教學；機電整合

並列摘要

Mechatronics includes the fields of electronics, electrical engineering, information, machinery, and control, which is a cross-curricular course. The related knowledge of STEM（Science, Technology, Engineering, Mathematics） is covered among the fields. The teaching process of the STEM knowledge should enable the learners to plan purposefully and to know how to apply the knowledge in the practical work. Besides, it should let the learners reflect on themselves to intensify the application of the knowledge and to further solve the problems they meet. The best procedure and the method in the process of learning the science lies in the learning-by-doing strategy integration theory and practice. The study combines the design thinking mode and STEM in the Mechatronics unit of living technology in senior high school. Design Thinking （Empathize, Define, Ideate, Prototype, Test） is a mode that centers on human, hoping that the designer can experience the problem, understand the problem and solve the problem. Besides the understanding and the application of the concept and the use of the tool, we hope that when the learners make their products or solve the problems in the future, they will not just produce for no other reason than producing. Rather, they will take humans as the starting point to produce the product that meets the needs. The contents of the teaching activity include STEM knowledge, the teaching of the design thinking mode and the use of the tools. We aim to investigate that if the design thinking mode is able to help the students in the learning achievement and the handson ability of the practical course of Mechatronics. The contribution of the research includes producing the high school STEM Mechatronics course that integrates with the design thinking mode, the evaluation table of STEM practical attitude and the adoption of the evaluation tool of the practical work on the teaching environment. The result of the teaching experiment shows that the STEM course that applies design thinking mode is helpful to improve the learning achievement and the handson ability.