當量化課程遇上Plickers：以線上形成性評量觀點探究即時回饋系統對學生學習過程之影響

[[abstract]]教育相關系所在規劃課程架構時，常將量化課程（例如：教育統計、調查設計等）列為必選修課程之一，但許多學生不但對量化課程興趣缺缺，更因為對數字的不熟悉，對於這些會使用到大量數字的課程出現跟不上進度與不容易專注的情況，進而對學習情境產生焦慮而難以投入，最終影響到課程的學習成效。如何在學習過程中，以線上形成性評量的觀點搭配學生學習狀況的即時回饋訊息，來確保課程內容確實被學生吸收與了解，是教學者的一大重要挑戰與課題。本計畫結合資訊互動方式融入量化課程教學，運用紙本IRS即時反饋系統：Plickers為教學平台，探討藉由Plickers的教學方式如何提升學生的專注力與學習投入，進而增進對量化課程內容理解的學習成效。本計畫為行動研究，以修習量化課程的學生為研究對象，研究過程中以混合研究法進行資料的蒐集與分析，包括問卷調查、訪談、省思札記、觀察與錄影等，以瞭解運用Plickers後學生之專注力、學習投入與學習成效之變化。透過資料分析結果發現Plickers可以即時評量內容理解的狀態，立即了解學生學習情況；學生注意力能夠持續集中，也能引起更高的學習投入，亦能幫助教師立即檢視學生的學習成果。最後根據本研究發現，提出具體建議，以供相關教學者與後續研究者之參考

New economic geography

[[abstract]]For research attempting to investigate why economic activities are distributed unevenly across geographic space, new economic geography (NEG) provides a general equilibrium-based and microfounded approach to modeling a spatial economy characterized by a large variety of economic agglomerations. NEG emphasizes how agglomeration (centripetal) and dispersion (centrifugal) forces interact to generate observed spatial configurations and uneven distributions of economic activity. However, numerous economic geographers prefer to refer to the term new economic geographies as vigorous and diversified academic outputs that are inspired by the institutional-cultural turn of economic geography. Accordingly, the term geographical economics has been suggested as an alternative to NEG. Approaches for modeling a spatial economy through the use of a general equilibrium framework have not only rendered existing concepts amenable to empirical scrutiny and policy analysis but also drawn economic geography and location theories from the periphery to the center of mainstream economic theory. Reduced-form empirical studies have attempted to test certain implications of NEG. However, due to NEG’s simplified geographic settings, the developed NEG models cannot be easily applied to observed data. The recent development of quantitative spatial models based on the mechanisms formalized by previous NEG theories has been a breakthrough in building an empirically relevant framework for implementing counterfactual policy exercises. If quantitative spatial models can connect with observed data in an empirically meaningful manner, they can enable the decomposition of key theoretical mechanisms and afford specificity in the evaluation of the general equilibrium effects of policy interventions in particular settings. Several decades since its proposal, NEG has been criticized for its parsimonious assumptions about the economy across space and time. Therefore, existing challenges still require theoretical and quantitative models on new microfoundations pertaining to the interactions between economic agents across geographical space and the relationship between geography and economic development

結合分組合作學習與探究式教學法提升學生學習動機與學習成效之行動研究

[[abstract]]本研究計畫「結合分組合作學習與探究式教學法提升學⽣學習動機與學習成效之⾏動研究」⽬的是以學⽣分組合作學習結合教師以探究式教學法對學⽣學習動機與學習成效之影響，藉以改善教學品質，提升學⽣之課堂參與度與學習成就。分組⽅法採⽤異質分組，組內之成績較優者帶領其餘組員共同學習，成績較差者可以獲得同儕之⽀援與解答，從中學習團隊合作並激發學習動機。探究式教學則採⽤引導式探究法，其⽬的是教導學⽣學習的⽅法。學習動機量表採⽤Pintrich、Smith、與McKeachie所設計的學習動機量表(修改版:31題)。學習成就的評量則以該學期電路學(⼆)考試之期末考分數與去年學⻑的電路學(⼆)期末考成績作比較(考題⼀樣)。學習動機量表的前後測分析結果顯⽰全班同學「內在⽬標導向」的分數有明顯增加，表⽰學⽣為達到精熟、挑戰與好奇⽽從事學習活動的意願與程度有增加。對於⾃我效能、期望成功的分數則沒有明顯增加，原因可能是因為電路學(⼆)後半學期的授課內容是濾波器、傅立葉轉換等較艱深的理論，所以較難提升同學的成就感。學習成就則有明顯進步，期末考平均成績比去年學⻑班增加7.7分；全班60%同學滿意分組討論合作學習的⽅式；86.7%學⽣認為分組學習⽅式會增進認真聽課。[[abstract]]The purpose of project “The Action Research of Cooperative Learning Combined with Inquiry Teaching Method to Improve Student Learning Motivation and Learning Outcomes” is to investigate the effectiveness of cooperative learning combined with inquiry instructional strategy on students’ learning motivation and learning outcomes. It is intended to improve teaching quality and increase students’ learning achievement. Heterogeneous grouping is adopted in the project. The best-achievement student in each group leads the teammates to learn cooperatively and the poor-score students can get teammate’s support. In this way, the teamwork spirit and learning motivation could be inspired. Inquiry teaching method utilizes guided inquiry instructional strategy. It aims to teach students learning how to learn. Learning motivation scale uses Motivated Strategies for Learning Questionnaire, MSLQ, proposed by Pintrich et al. Learning outcome is measured by the final exam. The scores of final exam are analyzed statistically. The results of the pre-test and post-test analysis of the Learning Motivation Scale showed that the scores of the whole class of "intrinsic goal-oriented" have increased significantly, indicating that students' willingness and degree to engage in learning activities to achieve proficiency, challenge and curiosity have increased. There was no significant increase in the scores for self-efficacy and expected success. The reason may be that the teaching content of second half semester is more difficult theories such as filters and Fourier transform, so it is difficult to improve the sense of accomplishment of students. There was a significant improvement in final exam score. The average score of the final exam was 7.7 points higher than that of the senior class last year; 60% of the students in the class were satisfied with the group discussion method of cooperative learning; 86.7% of the students believed that the group study method would increase the attention to the class

結合「關愛教育」與十二年國教自然科「探究與實作」之創新教學提升師資生教師專業知能-以「物理教學實習」課程為例

[[abstract]]教育部即將於108年施⾏⼗⼆年國⺠基本教育課程，其中探究與實作為⾃然科學領域培養中學⽣科學核⼼素養之重要教學 策略。但迄今⼤多數的中學⾃然科教師，⾯對如何進⾏探究教學卻仍然不熟悉。因此，⾯對新世代學⽣價值多元、缺乏動 ⼒、顛覆傳統的特質，⾃然科學領域教師為能順性引導、適性發展、成就每個孩⼦，培養具備洞察、關懷、熱情之教育愛 和探究與實作創新思維之新時代良師，已刻不容緩。 本計畫採⾏動研究，擬針對選修物理教學實習課程之師資⽣，透由 教師研究團隊，研發結合「關愛教育」及「探究與實作」之創新教學模組，探討發展與施⾏教學模組過程中，可能遭遇的 困難與解決策略及對提升師資⽣教師專業知能之影響。師資培育⽩⽪書中提到，新時代良師須具備教育愛、專業⼒和執⾏ ⼒，其中「關愛」乃為教育愛的起點，⼼中有關愛才能傳遞影響給學⽣，本研究以「關愛教育」初試探，讓師資⽣在親⾝ 探究與實作的情境中學習，透過實踐和實務問題的討論、反思與解決，提升教師專業知能等各⽅⾯表現。[[abstract]]The Ministry of Education will be implementing the 12-year basic education curriculum in 2019. In that curriculum, inquiry and practice will be an important teaching strategy in the natural sciences for cultivating core scientific literacy in junior high school students. However, most natural science teachers in junior high school are still unfamiliar with how to carry out inquiry-based teaching. Therefore, it is imperative to train a new generation of good natural science teachers with insight, care, and a passion for teaching, who can face students with diverse values, lack of motivation, and the potential for subverting traditional values; teachers must also be equipped with innovative thinking about inquiry and practice that can smoothly guide each child, carry out adaptive development, and enable every individual to achieve something. In this plan, we adopted action-reaction, a concept that is targeted at trainee teachers who are taking internship classes in teaching physics. A teacher research team was used to research and develop an innovative teaching module that combined “Care and Love Education” and “inquiry and practice.” We examined potential problems, solutions, and effects on improving the professional knowledge of trainee teachers during the development and implementation of the teaching module. The Republic of China Teacher Education White Paper mentioned that the new generation of good teachers must possess “care and love education,” and have the ability to execute it. Among these qualities, “care” is the starting point for educational love. Only teachers with love can transmit influence to their students. In this paper, we carried out a preliminary exploration of “care and love education” and trainee teachers underwent learning in inquiry and practice scenarios. Practice and discussion of practical problems, and reflection and resolution of these problems were used to improve the performance of various aspects of the teachers’ professional knowledge

車載網路系統實務課程於混合引導式教學法之教學實踐研究

[[abstract]]本研究計畫為⾞載網路系統CAN實務之教學課程實踐為主，導入SAE J1939規範之實務，並以⾞輛電⼦微控制器(MCU)基 礎課程中之軟體、韌體及硬體之設計與技術實務課程之教學教法，建構應備之教學實驗教材，包括電動機之機電整合課程 內容，再以CAN匯流排之技術實務課程，循序漸進地達成⾞輛電⼦、⾞載網路系統之系統整合設計與製作之技術實務課 程，以培養學⽣獨立解決問題、深入學習與終⾝學習的能⼒。計畫中將研究⾞輛與電⼦跨領域課程中以問題導向及專案導 向為學習之混合引導式教學法應⽤於⾞載網路系統課程之教學實踐研究對學⽣的學習效果及影響。本研究計畫對單元課程 以相同時數授課及不同時數之實務解說，並對不同背景學⽣或學員進⾏前測及後測⽅式分別評估教學效果，題⽬分為基 礎、初級及進階三類，課程中以微處理機單元為評測單元，先以機械背景學⽣為分析，皆為第⼀次接觸微處理機，共分 A(⼤學部學⽣但不含實務解說)、B(⼤學部或研究所學⽣，含3⼩時實務解說)及C(⾼⼯、五專或四技具修⾞廠⼯作經驗學 員，含6⼩時實務解說)等三組，整體進步性分別為21.36%、27.33%、33.06%，且前測皆為10%以內，實驗結果顯⽰課 程中實務解說可提升學⽣學習成效，⽽學習態度及動機亦為提升學習成效之重要關鍵因素。[[abstract]]This project mainly aims at developing and constructing the practical materials for the in-vehicle network systems based on embedded microprocessor and aims at the pedagogy of the in-vehicle network practical course, SAE J1939 for CAN especially, since the technologies involved in this course and the demands for both the traditional and progressive vehicles will not fade away. Furthermore, the technologies will become more crucial and compulsory in forthcoming decades. The in-vehicle network system that connects and share data with the electronic systems in a vehicle has become one of the essential researches for the automotive electronics. In addition, the continuous innovation of the electronic industry makes the automotive electronic systems as one of the main roles in vehicle industry. The vehicle engineering is currently transferring from traditional mechanical related engineering to progressive electronic and electrical related engineering due to automotive electronics progresses, deficient petroleum, environment protection issue, etc. However, the courses of the automotive electronics related are still scarce in the vehicle engineering education or the vehicle vocational education. The students in departments or institutes of vehicle engineering would be stripped of their competitive ability if they do not learn from the automotive electronics related courses efficiently or there are not enough such courses for them. On the other hand, the instructors are responsible in well teaching automotive electronics related courses instead of the traditional courses. CAN system is one of the breakthroughs for current transient status of the vehicle technology development. The CAN systems course will help students for careers in in-vehicle network systems. This project investigates the underlying pedagogy of CAN system practical courses, especially in teaching SAE J1939 Standard for CAN and its implementation. It utilized inductive teaching and learning methods such as inquiry-based, problem-based and project-based learning. In this project, a unit of this course, named MCU Practice, is studied. The pre-test and post-test has been utilized to evaluate the results of the proposed pedagogy for the students from different disciplines with the same lecture hours but different lecture hours in practical case study. The assessment of the proposed pedagogy for a unit (micro-controller unit, MCU) in the course is studied by pre-test and post-test. There are 3 test groups: Group A (The undergraduate students without practice demonstration), Group B (The undergraduate and graduate students with 3 hours practice demonstrations), and Group C (technicians who have more than 6-years experiences with 6 hours practice demonstrations). The Group A, B, and C all have the improvements of the MCU knowledge and technology approach to 21.36%, 27.33%, and 33.06%, respectively. The results show that the practice demonstrations is important in teaching MCU unit. Furthermore, the learning attitude and motivation also dominate the improvements of learning effectiveness

輔導專長職前教師素養導向學習課程的實踐與反思

[[abstract]]⾯對中學實施素養導向新課綱，研究者欲加深職前教師專業素養。就⼤四「教學實習」科⽬，探究培養49位修課學⽣本 ⾝教師素養的情形，並追蹤⾄第⼆學期校外實習2週後。採取單組前後測量和內容分析法，結果顯⽰:⼀、學期初學⽣皆能 理解和應⽤108課綱素養導向指標設計教案，但有2/3學⽣⾃認未熟知「職前教師專業素養指標」。⼆、學期末中學教學 成果分析顯⽰，所有學⽣教學效能知識有所成⻑，有⼆項以上教師專業素養指標的進步。三、追蹤分析顯⽰，教學效能指 標與教師能調查問卷皆達顯著差異，教師專業素養仍持續成⻑。整體反思:⼀、培育教師素養需⻑時間⾃律和培養，亦須 整體環境的薰陶。⼆、職前教師在了解學⽣⾝⼼發展、多元教學策略、透過教學實踐發展團隊合作與溝通以促進專業成⻑ 等四⾯向素養最多。三、校外實習可促進整合四年所學，使諮商師、學校輔導教師與教師之間的⾓⾊知覺更清晰具體。 四、專業素養的培育可透過校外實習、⾃主學習和團隊合作⽽促進。五、輔導教師的專業⾓⾊和內涵有別於⼀般教師，⽬ 前教師專業素養指標無法涵蓋輔導專業教師素養內涵全貌，後續可發展適當的職前教師輔導專業素養指標。[[abstract]]Faced with the implementation of the new competence -based curriculum in middle schools, this study wants to deepen the professional competencies for pre-service teachers. Therefore, the course "Teaching Practice" in the 4th year explores the teacher professional competencies of 49 students who took the course, and track them 2 weeks after the off-campus internship in the second semester. By evaluating the before and after performance within group and adopting content analysis, the result shows: 1. At the beginning of the semester, all students can understand and apply the 108 syllabus literacy-based indicators, but 2/ 3 students think that they are unfamiliar with the "pre-service teacher professional competencies indicators". 2. The results of middle school teaching reports show that there has improved some skills on teaching effectiveness: All of them have at least improved on two indicators of pre-service teacher professional competencies. 3. Tracking shows that teaching effectiveness and teachers professional competencies are still continuously improving. Overall reflection shows: First, the cultivation of teachers’ professional competencies requires long-period self-discipline and cultivation, and it must also be nurtured by the environment. Second, Pre-service teachers are most improved in understanding the physical and mental development of students, multiple teaching strategies, and developing teamwork and communication skills through practicum to promote professional competencies. Third, off-campus practicum can cultivate integration what students have learned over the past four years, making the professional role perception more clear and specific within counselor, school counselor and teachers. Forth, the cultivation strategies of teachers’ professional competencies could be promoted by off-campus practicum, self- regulating learning and teamwork. Fifth, the professional roles and content are different from general teachers. At present, teachers' professional competencies indicators cannot cover the whole content of the of school counselor, and appropriate professional competencies indicators for pre-service school counselor can be developed in the future

強化特教系師資生素養導向教學能力—「智能障礙」先修課程與教學精進計畫

[[abstract]]本計畫旨在提升本校特教系修習「智能障礙」科目師資生，未來教導學習功能缺損智能障礙學生之核心知能。有鑑於本課程屬先修課程，修讀學生於大二時修畢「智能障礙」課程後，始能於大三續修接續之後修課程（包括：生活管理、學習功能嚴重缺損分組之教材教法、教學實習及班級經營等）。本計畫透過教學實踐與行動研究，以兩階段（第一階段為109學年度上學期進行特二乙教學，第二階段為109學年度下學期進行特二甲教學）型塑完整且精緻的「智能障礙」導論式課程與教學。綜上所述，本計畫除藉由任課教師針對課程重要內容之講述外，更安排三位中等教育階段特教教師擔任業師，進行五個「業師提供案例分析」的實踐，達到下列六大目標： 1. 提升特教系師資生對「智能障礙」課程與教學重要知能的學習成效。 2. 增進特教系師資生將教育議題融入本課程的能力。 3. 強化特教系師資生學習「身心障礙組-學習功能嚴重缺損學生」分組後修課程（含：教材教法、教學實習等）的先備知能與學習準備度。 4. 促進特教系師資生將資訊科技應用融入教導智能障礙學生的能力。 5. 加強特教系師資生對與智能障礙學生相關之CRPD精神和內涵的理解。 6. 配合多元評量措施，蒐集並驗證學生具體學習成效，以及本計畫之教學實踐研究成果。執行成果顯示前述目標均已圓滿達成，學生修課滿意度亦佳

探究STEM教學提升學科教學知能

[[abstract]]本計畫在理學院開設「自然科學領域探究與實作專題」課程。本課程採專題導向學習法，以STEM教育作為一個跨學科跨領域的課程設計，以探究、實作教學發展自然科跨科跨領域的探究師資培育課程模組，並注意學科知識技能的應用。「探究與實作」教學設計加入STEM教育的精神，以培養學生創造素養為目的的教育活動以及解決問題的能力。本課程教學方法採分組合作學習，透過參與及行動模式，即互動、過程、體驗、反思之方式，施行引導式提問、小組討論、上台分享，與學生心對心的交流，讓學生積極主動參與、反思。藉由實作課程相互討論，培養學員之探究與實作的基本能力，在未來之教育現場發揮所學。傳達給學生動手做由一個一個模組系統組成實驗模組，並藉由觀察、記錄、分析、討論過程中獲得課程中的知識與內涵，提升教師學科教學知能等各方面表現

以問題導向與混成學習為核心教學法應用於工具機與模治具專題研究課程之教學實踐研究

[[abstract]]本教學實踐計畫試圖透過計畫主持⼈於⼯教系研究所⼯具機與模治具專題研究課程進⾏教學⾏動研究的⽅式，授課對象是 以博⼠班研究⽣課程，以過去計劃主持⼈在教學現場所發現之問題，例如：選課學⽣的個⼈專業背景不同，⼯具機產業不 斷的發展進步、培養多元的⼯具機與模治具技術、增進團隊合作能⼒等的專題研究課程。在執⾏本教學實踐研究計畫中， 研究團隊⾸先針對相關議題，透過⼯具機之專家學者的訪談與學界及產業界的從業⼈員之座談會蒐集彙整相關聯之議題， 成為本教學實踐研究課程研發之參考。教學實驗研究前，授試者先以前測，以獲取授試者之起點⾏為，以成為統計分析依 據；在執⾏研究的過程中，以問題導向與混成學習之教學⽅法進⾏教學實驗，研究團隊亦安排參與研究之學⽣進⾏實地參 訪，以獲取相關產業之實務經驗；在實驗研究後，再施⾏後測以確認教學實驗研究之成效。本教學實踐研究結果發現學⽣ 在⼯具機與模治具的專業能⼒，呈現顯著的進步。因此，本教學實踐研究計畫所設計的課程教學內容與⽅法對⼯具機與模 治具的相關課程內容有助於學⽣在修課時及國內⼤專校院課程教學設計與實施的參考。[[abstract]]This teaching practice plan attempts to conduct teaching action research by the project host in the machine tool and mold fixture special research course of the Institute of Engineering and Education. The teaching object is the doctoral graduate course, and the past plan host is at the teaching site. The problems discovered, such as: the different personal professional backgrounds of the elective students, the continuous development and progress of the machine tool industry, the cultivation of diversified machine tool and mold fixture technology, and the promotion of teamwork ability. When implementing the teaching practice research plan, the research team first focused on relevant topics, collected relevant topics through interviews with machine tool experts and scholars, and seminars with scholars and industry practitioners, and became the teaching practice research courses. Before conducting teaching experiment research, the examiner first conducts a pre-test to obtain the examiner’s initial behavior, which will become the basis of statistical analysis; in the process of research, the teaching experiment is carried out using problem based and hybrid learning teaching methods. The research team also arrange for students participating in the research to conduct field trips to gain practical experience in related industries. After the experimental research, post-test to confirm the validity of the teaching experimental research. The teaching practice research found that the students' professional abilities of machine tools and mold fixtures have shown significant progress. Therefore, the curriculum teaching content and methods designed by this teaching practice research plan are helpful to the relevant curriculum content of machine tools and mold fixtures for students in class, and the reference for the teaching design and implementation of domestic colleges and universities

教育實作 × 服務學習：強化與中學連結之師資培育課程教學實踐研究

[[abstract]]優質的師資是教育成功的關鍵因素，想培養未來⼈才，要先培養未來老師。本研究因應教育部師資培育專業課程改⾰，開設「中等教育實作與服務學習」課程，採⾏「微型教學」、「實地學習」及「服務學習」三項教學主軸，融入合作學校指導教師指導，強化與中學教學現場之結合。 本研究已簽署研究合作意向書之合作學校包括國立彰化高中、國立彰化女中、國立彰師附⼯、國立彰化⾼商3校，學校屬性包含普通科、⼯業類科、商業類科、國中各領域學科。修習本課程之師資⽣透過授課教授與合作學校教師共同指導，進⾏「微型教學」演⽰並能妥適安排⾄合作學校進⾏「實地學習」及「服務學習」，提升修習本課程師資⽣之學習成效。本研究之研究⽬的如下： ⼀、實施微型教學，落實師資⽣教育專業實踐課程內涵與轉化為教學專業能⼒。 ⼆、透過實地學習，搭建師資培育理論與教學實務的橋樑，提升師資⽣教學實務能⼒。三、推⾏服務學習，培養師資⽣對於教育場域的實務有初步的認識與理解。 四、探究師資⽣在本課程之學習歷程中，教學專業能⼒提升情形、教師專業知能、教師專業承諾、教師專業發展之改變情形