利用TRIZ方法於機電實習-工業配線教學改善之成效研究

Using TRIZ Methods and Mind Mapping in Electromechanical Practical Training – The Effects of Improvement on Industrial Wiring of High School Teaching

莊國昇(Kuo-Sheng Chuang)

指導教授 ： 何偉雄

國立臺北科技大學/機電學院/機電整合研究所/碩士(2011年)

摘要

TRIZ過去一直是運用在工程上解決衝突的方法，教育領域顯少有實際應用及研究。本研究利用心智圖對課程進行分析與探討， 再利用TRIZ方法於工業配線之教學改善。方式為：首先透過文獻探討建構理論基礎，利用心智圖發散式思考方法，巨觀整個教學方法，再利用ARIZ–85，找出解決教學問題方法–設計教學方案，從學科及術科測試，分析是否達到機械電學實習教學綱要教學目標，讓高職機械群達到機械電學實習教學綱要之教學目標，建構學生未來專題製作電學基礎能力。
本研究以國立三重商工板金科與模具科學生為研究對象，實施新教學方案，進行十週教學活動，每週三小時教學，共三十堂課。
本研究主要成果：
1、利用心智圖發散思考，分析課程內容。
2、TRIZ方法可以運用於工業配線教學，找出解決教學問題方法。
3、對於學科成績有顯著影響。
4、對於術科成績無明顯改變。

關鍵字

心智圖 ； TRIZ

並列摘要

TRIZ was used to be implemented in solving the conflicts in engineering. Obviously, there were only few studies and practical application in this field. The researcher used mind mapping to explore and analyze the course program. Then, the researcher implemented TRIZ to improve the teaching processes and design on industrial wiring teaching. First of all, through literature review, the researcher constructed the theoretical bases from literature review, and used mind mapping to stimulate the divergent thinking. For the holistic teaching method, the researcher used ARIZ-85 to find out the solutions to the teaching problems—designing the teaching methods. From academic and technical testing, the researcher designed the syllabus and set up the goal of the practice of electric works for machinery. The students of machinery group at vocational high school are required to meet the syllabus and god. That’s they will be able to develop the capability of producing the project of electrical engineering. The testing objects of this study included the students of the department of sheet of metalworking and the department of mold and die engineering at National San Chung Commercial and Industrial Vocational High School. The researcher implemented new teaching methods for total 30 classes, 3 classes a week lasting 10 weeks.
The major finding of this study:
1.Using mind mapping to stimulate students’ divergent thinking and to analyze the courses.
2.Using TRIZ in industrial writing to find out the solutions.
3.There is a significant fraction of subjects.
4.The technical subjects did not change significantly.

並列關鍵字

Mind Mapping ； TRIZ

參考文獻

[13] 江文雄主編，技術及職業教育概論，台北：師大學苑，1999。

[18] 汪永文編著，機械電學實習，台北：龍騰文化事業股份有限公司，第125頁。

[53] 洪永杰，TRIZ理論與應用簡介，元智大學，2004

[9] 行政院勞工委員會－職業訓練局–工業配線工，http://www2.evta.gov.tw/odict/a01/001/b022/1.htm

[1] 94.01.15教育部技職司製表，載於職業學校群科課程推動工作圈，http://www-o.ntust.edu.tw/~vtedu/meeting/activity/970422/10-3.ppt，學校總體課程計畫書說明。