以問題導向策略將資訊科技融入高職汽車實習之行動研究

An Action Research on The Problem-Based Learning by Integrating Technology into Automotive Practice of Vocational High School

鍾志清(Chih-Ching Chung)

指導教授 ： 蔡銘修

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2008年)

摘要

高職汽車科學生在實習課程中，經常發現下列問題：1.學生不會主動學習。2.實習過程常忽略理論部分的探求。3.學生因無法看清楚操作步驟，而學到錯誤的技能。因此本行動研究以問題導向策略將資訊科技融入高職汽車實習，來解決目前教學所遭遇的問題。研究對象為某私立高職汽車科一年級學生49位，以觀察、問卷及訪談來蒐集資料。研究目的為：1.發展以問題導向策略，將資訊科技融入高職汽車實習課程的教材製作過程。2.發展以問題導向策略，將資訊科技融入高職汽車實習課程的教學過程。3.探討以問題導向策略，將資訊科技融入高職汽車實習課程教學後之實施成果。本研究的結論如下： 一、教材製作過程應注意事項：1.免費授權軟體及學校購買全校授權版軟體，能解決部分軟體智慧財產權問題。2.教材製作需找專家來共同檢視，更能確保教材的正確性與完整性。 二、教學時改善之方法為：1.適當規定個人任務，有助於組長任務分配與學習進行。2.討論和實習應確實分開，較容易掌控班級秩序與討論成效。3.影片的內容較適合程序性知識學習。 三、學生對於實施教學之後的看法和意見為：1.學習情況面向：大部分學生不會在課後主動利用網路資源自我學習。2.教學方式面向：大部分學生覺得使用網路蒐尋相關資料很方便。3.資訊科技態度面向：大部分學生覺得利用資訊科技學習能同時學得一些電腦技能和知識。4.教學網站面向：大部分學生不會利用學習管理系統的即時討論區和同學討論問題。5.小組合作學習面向：大部分學生喜歡小隊合作學習的方式。 四、學生學習表現為：1.影音示範教學課程，使大部分學生學習變為主動。2.使用影音示範教學，減少學生學到錯誤的技能。3.問題導向教學，可使學生獲得更多相關知識。4.網路上的資料較書本易吸引學生閱讀。

關鍵字

汽車實習 ； 資訊科技融入教學 ； 問題導向學習

並列摘要

The following problems are usually observed in the Automotive Practice of Vocational High School: (1)Students are not active in learning. (2) While in practice, students neglect the pursuit of theory. (3) Students do not pay attention to the steps of operation and thus they learn the wrong skill and knowledge. Therefore, the present study was an Action Research in implementing Problem-Based Learning and Integrating Technology into Automotive Practice of Vocational High School to solve the observed problems. Fourty-nine first grade students at the department of Automotive Service in a private vocational high school participated in the study. Data collection included classroom observation, questionnaires and interview. The purposes of this study are as follows: (1) Develop a problem-based automotive teaching material incorporating technology. (2) Develop a process for problem-based teaching by incorporating technology in the curriculum. (3) Discuss students’ performance after the implementation of problem-based learning incorporating technology. The conclusions are as follows:
1.On making teaching materials phase:(1)Use free and authorized software to avoid the issue of copyright. (2)Ask experts and professors to evaluate the teaching materials to ensure the accuracy and quality of the content.
2.On the teaching phase:(1)Assign roles/duties properly to each group member to help the leader of group control the process of learning. (2) It’s easier to manage the whole class if separate class discussion from class practice. (3) The digital video clips are more suitable for the acquisition of procedure knowledge.
3.Students’ viewpoints and suggestions after being taught: (1) During the learning phase: most students are seldom active in self-learning after classes. (2) During the teaching phase: most students feel that it’s more convenient to get the related information by surfing the Internet. (3) During the information technology phase: most students think that they can also acquire computer skills and knowledge by way of information technology. (4) On the teaching website phase: most students don’t make good use of online discussion board to interact with their peers. (5) On the Cooperative Learning for groups phase: most students prefer small group “team-working”
4. Students’performance: (1) The online teaching video clip made students more active in learning. (2) The demonstration of online video clip reduced the chances of learning the wrong skill. (3) Problem-Based Learning helped students acquire much more related knowledge about cars. (4) The information on Internet attracted much more students’ attention rather than text books.

並列關鍵字

Automobile Practice ； Technology-involved teaching ； Problem-Based Learning

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