The Research on the Duties, Professional Competence, and Attitudes of the Maintenance

• Main Authors: Rong-Tian Sheu, 許榮添
• Other Authors: 鍾瑞國
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/48010971592623761648

碩士 === 國立彰化師範大學 === 工業教育學系在職進修專班 === 91 === Abstract The purpose of this study is to explore the metacognitive behavior of problem-solving process of Isometric drawing among students with various levels for problem-solving abilities at Mechanical Drafting Department of vocational high schools. The results serve as a reference for editing teaching materials, teachers’ instruction and students’ learning. The target of this study contains ten second-graders at Mechanical Drafting Department at Senior Industrial Vocational, National Changhua University of Education. The researcher makes use of Thinking Aloud Approach and the self-developed tools to collects students’ Isometric drawing behavior and refers to quantitative statistic methods to analyze the collected data. Based on the observation on the spot and interviews, the following conclusions are made: 1. While unwrapping the problems, students in different levels vary quantitatively and qualitatively in metacognitive behavior. 2. During the planning period, higher-level students reveal more metacognitive behavior and spend much more time than lower-level students. 3. Higher-level students show more metacognitive behavior such as efficient strategies and inspections than lower-level students. 4. Lower-level students focus considerably their problem-solving behavior on the conducting period. 5. Both higher-level and lower-level students possess no metacognitive behavior of checking or examining. 6. Cognitive-metacognitive classification about. 7. Problem solving process of Isometric drawing offers a rich reference for both Isometric drawing instructors and learners. According to the reference, the analysis and the conclusions above, the researcher offers the following suggestions: 1. Instructors should strengthen students’ abilities of digesting the meanings of the questions and also to question so as to help students recognize Orthographic Projection Plane View with ease. 2. Instructors ought to improve students’ planning abilities and strategic behavior so that they are able to advance in Isometric drawing. 3. Instructors are supposed to offer students systematic problem-solving methods so that they will have a better understanding of Isometric drawing. 4. Instructors must emphasize more on the importance of checking and examining answers, which is good metacognitive behavior, in order that students can cultivate the habit of doing so after solving problems. 5. Instructors are expected to train students with Thinking Aloud Approach during the instruction to develop students’ metacognitive behavior of problem-solving. This study, as to the way of teaching Isometric drawing, suggests that learners improve their strategic behavior in order to make progress in Isometric drawing. What’s more, they are to provide students with systematic problem-solving skills of Isometric drawing. In addition, this study also suggests discussing more about the reasons why students fail to solve the problems. This can assist students in clearing their learning confusion and can improve their learning results and strategy-application concepts as well.