結合合作學習與專題導向式學習增進程式設計實務之教學成效

學習程式設計時的學習任務常被學生認為是一項令人沮喪且嚴格的活動。許多研究認為教師採用傳統單向知識傳遞教學方式，無法吸引學生注意力。專題導向學習以學生為中心的教學理念，將理論知識與實際生活結合，培養學生具有獨立思考與解決問題的能力。本校為鼓勵學生多元及跨領域學習推動第二專長學分學程，電子系規劃嵌入式系統學程，程式設計實務課程為其中一個課程，針對電子系以外科系學生，讓他們有機會完成嵌入式學程，接觸學習相關物聯網實務技術。本論文以『程式設計實務』課程為研究目標，針對非資訊科系同學，利用現代電腦網路科技輔助，提出一個專題導向學習（Project-based Learning）課程規劃。結合合作學習與此教學模式，提供教學網路支持系統（包含MCUT網路大學與提供上傳與顯示瀏覽的網頁伺服器）。實務上以網頁設計及Python GPIO兩個專業技術為主。主要為期中與期末兩個專題，期中網頁專題除驗證網頁設計學習成果外，還有期末成果及合作學習過程成果的呈現功能。最後的期末專題為Python GPIO實作，包含計畫書、成果發表會。本論文應用MSIIS（Internet Information Server）建立課程網頁伺服器及HFS提供各組建立及上傳網頁及期末專題成果微電影。以多元評量項目，加上學習動機問卷、教師教學反思與學生學習經驗回饋等，探究不同分組策略結合專題導向學習，對提高學生學習的成果、課堂參與度有實質幫助。

關鍵字

合作學習；專題導向式學習；分組策略；學習動機

並列摘要

The learning task of learning programming is often regarded by students as a frustrating and rigorous activity. Many studies believe that teachers adopt traditional one-way knowledge transfer teaching methods, which cannot attract students' attention. The Project-Based Learning is a student-centered teaching concept, which combines theoretical knowledge with practical life, and cultivates students' ability to think independently and solve problems. In order to encourage students to learn in diverse and interdisciplinary fields, the school promotes the second specialty credit course. The Department of Electronics plans the embedded system course, and the programming practice course is one of the courses. It is aimed at the students of the other departments, so that they have the opportunity to complete the embedded course and learn about the practical technology of the Internet of Things. This paper takes the course of "Programming Design Practice" as the research goal, and proposes a Project-Based Learning course plan for non-IT students with the assistance of modern computer network technology. Combining cooperative learning with this teaching mode, it provides a teaching network support system (including MCUT e-learning and a web server for uploading and browsing). In practice, the two professional technologies focus on web design and Python GPIO. There are mainly two projects, mid-term and final. In addition to verifying the learning results of web design, the mid-term web project also has the function of presenting final results and cooperative learning process results. The final project is the Python GPIO implementation, including the proposal and the results presentation. This paper uses MS IIS (Internet Information Server) to build the course web server and HFS to provide each group with building and uploading web pages and micro-movies of final project results. Using multiple assessment items, together with learning motivation questionnaires, teachers' teaching reflections and students' learning feedback, etc., to explore the differences in students' learning results with different grouping strategies combined with Project-Based Learning. It is of substantial help to improve students' learning outcomes and classroom participation.

並列關鍵字

Cooperative Learning ； Project-Based Learning ； Grouping Strategies ； Learning Motivation

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