實務專題的實作評量－以化學動力車的製作為例

黃震東 ； 林振隆 ； 王峻賢

《化工》 51卷4期 (2004/08) Pp. 58-65

https://doi.org/10.29803/CE.200408.0012

摘要

本研究的目的在訂定化學動力車實務專題的評量標準、了解學生解決問題的能力、及製作專題時待加強及改進的地方，經由三位曾參與第一屆化學電池動力車比賽的指出老師共同討論後，訂出了此實務專題的評量標準，實作評量表（佔70%）及行走測試紀錄表（佔30%），實作評量表分為合作情況、物理及化學知識、實驗技能、實驗安全、及問題解決的概念等五個大項目，而行走測試記錄表是記錄車子十次的行走成績，由此評量標準可以了解學生合作情況、實驗所需知識、技能、及安全，及解決問題的能力，並了解學生在哪些方面需要加強及改進。研究中也發現技職體系的學生對於實作性的專題具有很高興趣，能自動自發的討論與解決問題，此種實作性的專題對於技職體系而言是一種很好的教學方式，值得推廣與參與。

關鍵字

化學動力車 ； 實務專題 ； 問題解決能力

並列摘要

The purpose of this study was to define the evaluation standard of the professional skill in making a Chem-E-Car and to understand the problem-solving ability of students, and it also could understand what students should improve in this project work. Through fully joint discussion with three teachers who had attended the 1st Chem-E-Car competition, eventually we defined the evaluation standard for this project. The evaluation standard includes two parts, part one is the evaluation table of the performance (70% of total scores) and the other is the marching records (30% of total scores). From this evaluation standard, we can recognize the valuable students’ information as follows: cooperation situation, knowledge of Physics and Chemistry, experimental skill and safety concepts, and the problem-solving capability of students. We also can identify what students have to improve in the assigned project work as well. This investigation also found that, technology-institute students are very interested in doing the practical assignment. Students can discuss and solve problems by themselves. Hence, the practical proficiency is a good teaching process for technological-institute instructors to involve and to extend constantly.

並列關鍵字

Chem-E-Car ； project work ； problem-solving capability