The Effency Analysis of Technique Courses Teaching with Scaffolding Learning Theory

• Main Authors: Hsu chun-liang, 徐椿樑
• Other Authors: 莊謙本
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/62683772633051475717

博士 === 國立臺灣師範大學 === 工業教育研究所 === 89 === Abstract The purpose of this study was to investigate an efficient teaching method implemented with Scaffolding Learning Theory for instructing technology theory & lab courses-- 「Microprocessor Interface Technique」 in Junior College. The teaching experiment was held after Scaffolding Learning Theory related literature reviewing and building up 「The experimental Teaching Materials for Microprocessor Interface Technique 」 by researcher. A teaching model set up with Scaffolding Learning Theory and practical suggestions were proposed to improve the weakness of traditional teaching methods for technology courses. There were four main stages in this study：the first research stage focused on related literature review of Scaffolding Learning Theory. The second research stage focused on editing experimental teaching materials and arranging teaching activities with Scaffolding Learning Theory. The third stage worked on implementing experimental teaching. The forth stage focused on teaching effectiveness analysis according to the experimental teaching result and proposing practical suggestion for technology courses teaching. The research structure and procedures were established certainly after related literature review and experts’ panel discussion. The experimental teaching material was designed by researcher and through experts’ evaluation to verify its availability for instruction. The experimental teaching program was implemented to the forth grade students of Electrical Engineering Department in S.J&S.M Technology Institute under Quasi-experiment design. It was evident that the result of this experimental research showed the significant difference in both academic achievement test and practical technique of Microprocessor Interface after the Multivariate Analysis of Variance. Also, the student’ achievement through teaching method implemented with Scaffolding Learning Theory were obviously superior to that of traditional teaching method, especially in the procedural & conceptual knowledge domain，in which high mental ability is necessarily needed, within declarative, procedural, conceptual knowledge domain。 To prompt the professional technique of students in Junior College, suggestions to improve teaching effectiveness were given to both the teachers cultivation administration department and teachers teaching technology courses as well as a teaching model with Scaffolding Learning Theory. Key words：Scaffolding Learning Theory, professional technique, teaching model, Quasi-experiment