總整課程的設計與實施－以某大學科技教育課程為例

Experiences in Developing and Implementing a Capstone Course in Higher Technology Education

林弘昌(Hung-Chang Lin)

《工程與科技教育學術研討會論文集》 第四屆 (2015/05) Pp. 258-277

https://doi.org/10.6571/CETE.2015.04.21

摘要

本研究採用行動研究法，以某國立大學科技教育相關學系四年級修習製造科技專題實作課程之學生為研究對象，探討總整課程在高等科技教育的實施成效。本總整課程以專題製作導向的教學模式為基礎實施以學生為中心的教學，學期中學生成立了三間虛擬公司，以合作學習的方式進行產品的市場調查、設計、行銷、與大量生產，整個學習過程不但強調同學個人的參與，也模擬了未來真實世界的工作環境。透過專題導向學習，同學不但應用了大學的基礎和核心課程，也能夠培養團隊共創、有效溝通等核心能力。除此之外，本研究也提出了總整課程對於持續改善學生的學習和對於學程檢討、規劃課程的效果。

關鍵字

總整課程 ； 科技教育 ； 學習反思 ； 教學設計

並列摘要

The major purpose of this study was to explore the effects of a capstone course to enhance student learning in higher technology education. In a capstone course, the teacher applies project-based learning where the students assume the responsibility for their own learning. In this study, three virtual companies were established in the class and collaboration learning approach was adopted with great emphasis on industrial involvement and student role play for a better preparation for future professional life. This approach has allowed students to reinforce and apply subject knowledge, whilst developing key skills such as teamwork and communication. The project-based approach has been successful at improving students' core competences within a simulation working environment. The other contribution of this paper is to describe the mechanism of how a capstone course continuously improve students' learning and the curriculum design of a program in higher technology education.

並列關鍵字

Capstone course ； Technology education ； Learning reflection ； Instructional design