工作圖閱讀與理解歷程之研究

A Study of Reading and Comprehension Process of Working Drawing

王昭明(Wang Chao-Ming)

指導教授 ： 鍾瑞國 博士 ； 田振榮 博士

國立臺灣師範大學/科技學院/工業教育學系/博士(2004年)

摘要

無資料

關鍵字

工作圖 ； 讀圖 ； 理解 ； 認知負荷 ； 先前知識

並列摘要

Abstract
The purposes of this study were aimed to explore the learners’ reading and comprehending process about working drawing and to realize the possible effects of prior knowledge and the concrete degree of figure composition on the objects when they read the quick-return mechanism working drawing. Moreover, the research approach also focused on the investigation of the possible effects of the objects’ referring to the various concretion degrees of the working drawing structures on their cognition load.
The objects were selected from the first graders of the four-year program in a technological institute with a major in Automatic Control Engineering. By 2×2 variance analysis, the researcher examined the problem-solving process of working drawings and the results. Furthermore, sixteen objects were randomly selected for sampling from all those who were engaged in the problem solving for the quick-return mechanism working drawings by the in-depth interview and thinking aloud method.
Major findings of the research were concluded as follows:
1. The more concrete the working drawing structures presented the better the learners could realize the internal implications of the working drawings.
2. The prior knowledge and the concrete degree of the working drawing structures held interactive relationship with the “drawing situation” of these working drawing.
3. Either multiple or referring to working drawings showed no effects on the split-attention of those objects with low prior working drawing knowledge.
4. The working drawings with separated but highly concrete degree caused no effects on the redundancy of those objects with high level of the prior working drawing knowledge.
5. Those objects who possessed the concept of driver and follower motion performed no concepts of impetus transmission. They also needed external information to modify the errors occurred because of the lack of self-monitored abilities.
6. The concept of processing was constructed for the cutting by machine tools. The concrete degree of the drawing composition generated no functional reference fro plane processing.
7. The higher concrete degree of the drawing composition performed better fit to the conceptual formation than that of lower one. Among these, the effect of referring to 3D-Animation resulted in the best performance, while referring to 3D-System Drawing was the worst. The highly visible parts were easily observed and obtained better coordination with the concepts of symbolic schemas than those vague ones.
8. Throughout the problem solving process, the objects seldom referred to 2D Part Drawings, while 2D Assembly Drawing did. The way of the parts combination with the assembly drawing was regarded as fit.
9. The mis-concepts formed by the process of reading and comprehending the quick-returning mechanism working drawings was indicated as the following:
(1) The mis-concept to regard the movable parts as the active parts
(2) The mis-concept to regard the combination parts as the tugging movable parts
(3) The mis-concept to regard combination as fit
(4) The mis-concept to regard invisible parts as the ones of no fit
(5) The mis-concept for referring ratiocination of pulley wheel figure
According to the research purposes and conclusion, the researcher then proposed suggestions for instruction and teaching material design as well as further study in the future.

並列關鍵字

the working drawing ； reading drawing ； comprehension ； cognition load ； prior knowledge