問題導向學習在高職電機科電工機械課程學習成效之實驗研究

• Main Author: 李志忠
• Other Authors: 楊明恭
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/64725558162497231479

碩士 === 國立彰化師範大學 === 工業教育學系 === 92 === The purpose of this research was to examine how the pedagogic method of problem-based learning influences students’ learning effectiveness of the “electrical machinery” course in vocational high school. The research lasts for eight weeks and adopts the quasi-experimental method. The samples of this research were the students of two third grade classes in the Department of Electrical Engineering, National Cishan Agricultural and Industrial Vocational High School. Before experiment, all samples had the test on problem-solving ability, Multiple Dimension Aptitude Test Battery, and the test on basic professional ability. The aim of these correlated pretests was to realize the individual differences of the students’ basic abilities and aptitude. Throughout the experiment, pedagogic method of the problem-based learning was applied to the experiment group, while the traditional pedagogic method was adopted to the control group. By the end of the experiment, all samples were given tests again, which included the test on students’ problem-solving ability, the test on students’ attitude towards their studies and the achievement test on electrician’s mechanics. The results of research will provide referable information about pedagogic methods for teachers. The conclusions of this research were as following: 1. The pedagogic method of problem-based learning was much more effective than the traditional pedagogic method in instructing students’ abilities “to solve problem”, “to discover problem”, ” to pose problems” and “to find optimum means.” However, there was no significant difference between the two pedagogic methods in instructing students’ abilities “to re-define problems” and “to reason problems.” 2. Different pedagogic methods also influence students’ attitudes toward their studies. The pedagogic method of problem-based learning was superior to the traditional pedagogic method in “peer learning” and “teachers and students’ interaction.” Nevertheless, the pedagogic method of problem-based learning was not more effective than the traditional pedagogic method in initiating students’ “recognition of curricula” and “motivation of learning.” 3. There was no significant difference between the pedagogic method of problem-based learning and the traditional pedagogic method in students’ achievement test on electrical machinery.