- 學位論文
以類神經網路分析國小課程導入STEAM之關鍵因素
A neural network analysis of key factors for adapting STEAM into elementary school curriculums
摘要
教育部積極推廣STEAM教育模式在國小課程中的應用，旨在促進學生跨學科的學習、問題解決能力、創造力和合作精神。本研究的目的在於調查教育部推廣STEAM教育在國小課程的現況。考慮到目前國小使用STEAM教學的情況並不明確，因此本論文採用類神經網路作為主要研究方法，分析國小課程導入STEAM教學的關鍵因素，同時運用注意力機制來解決可能因不平衡數據而引起的問題，以確保預測分析訓練樣本數據的準確性。研究對象涵蓋了全省多所學校的小學教師，共收集了146名小學教師有關推廣STEAM教育成果和原因的數據。關鍵因素實驗結果顯示，STEAM教學導入的準確率達到81.13%，其中年齡和服務工作年資對於導入STEAM教學的因素有顯著影響。實驗的預測分析結果顯示了五個重要的關鍵因素。根據敘述統計資料調查結果顯示，在STEAM教學中，藝術課程和自然科學課程是受訪者們最常使用的領域，且有一部分教師傾向於跨領域地運用STEAM教學。其中，有58%的教師將STEAM教育納入藝術領域。在自然科學（S）應用STEAM教學佔39.7%，其次是科技（T）領域應用佔44%，數學（M）領域應用佔38%。然而，工程（E）領域的使用者較少，僅佔6%。對於工程領域的應用，建議應加強相對不熟悉的教師訓練。在146位受訪的教師中，有96名未使用STEAM教學的受訪者中，有38.5%的人表示未來會在藝術（A）領域應用STEAM教育，其次是自然科學（S）領域，佔36.5%。科技（T）領域的STEAM教學應用人數緊隨其後，佔30.2%，而在數學（M）領域中使用STEAM教學的人數為28.0%。然而，工程（E）領域的使用者仍較少，僅佔4%。總體來看，根據這些調查結果，可以得出STEAM教育在台灣目前的教學課程中普遍應用於藝術、自然科學、科技和數學等領域。可以建議學校提供進一步的師資培訓經費補助。這些調查結果可為小學課程設計，特別是STEAM教育的實施提供參考。建議教育主管部門加強推廣STEAM（STEM）教育，鼓勵教師參與相關社區活動和專業發展課程，以提升教學質量和效果。
並列摘要
The Ministry of Education is actively promoting the implementation of STEAM education in primary school curricula with the aim of fostering interdisciplinary learning, problem-solving abilities, creativity, and collaboration spirit. The purpose of this study is to investigate the current status of STEAM education implementation in primary school curricula, as STEAM teaching in primary schools is not yet well-defined. To achieve this objective, the paper utilizes artificial neural networks as the primary research method to analyze the key factors influencing the adoption of STEAM teaching in primary school courses. Additionally, an attention mechanism is applied to address potential issues caused by imbalanced data, ensuring the accuracy of predictive analysis on training samples. The study encompasses data from 146 primary school teachers in various schools across the province, collecting information regarding the outcomes and reasons for promoting STEAM education. Experimental results showed an accuracy rate of 81.13% for STEAM education implementation, with age and years of service significantly impacting the adoption of STEAM teaching. The predictive analysis reveals five crucial factors. Descriptive statistical data from the investigation showed that art and natural science are the popular courses in STEAM teaching, with some teachers inclined to employ STEAM education in a cross-disciplinary manner. Specifically, 58% of teachers incorporate STEAM education in art classes. The usage of STEAM in natural science (S) accounts for 39.7%, followed by technology (T) at 44%, and mathematics (M) at 38%. However, the utilization of STEAM in engineering (E) remains relatively low, at only 6%. To address this, it is recommended to enhance training for teachers less familiar with engineering. Among the 146 surveyed teachers, 96 respondents have not utilized STEAM teaching. Of these, 38.5% express their intention to apply STEAM education in the field of art (A), followed by 36.5% in natural science (S). The adoption of STEAM in technology (T) closely follows at 30.2%, and in mathematics (M) at 28.0%. However, the usage of STEAM in engineering (E) remains limited, with only 4% of respondents considering its application. Overall, based on these survey results, it can be concluded that STEAM education is widely applied in primary school curricula in Taiwan, particularly in the areas of art, natural science, technology, and mathematics. It is recommended that schools provide further funding support for teacher training. These findings can serve as a reference for primary school curriculum design, especially in the implementation of STEAM education. It is suggested that education authorities strengthen the promotion of STEAM (STEM) education, encouraging teachers' participation in relevant community activities and professional development courses to enhance teaching quality and effectiveness.