| Summary: | 碩士 === 國立彰化師範大學 === 機電工程學系 === 99 === The purpose of this study is to design five fundamental courses along with two monographic seminars based on integrated robotic technology. Through theme-based learning and content-based instruction regarding the subject of Life Technology, the research aims to offer students basic knowledge and training, instill in them problem-solving skills, emphasize on the entire problem-solving process, cultivate problem-solving capabilities, and furthermore, explore the feasibility of robotic teaching modules into high school classes of Life Technology.
The study adopts the approach of action research to evaluate target learners’ achievements, with a two-year longitudinal teaching experiment, including the observation of each lesson using robotic teaching modules, after-class discussions and exchanges, as well as unit worksheet assessments. Upon completing each module instruction, a questionnaire would be given to explore and analyze target learners’ feedback. Moreover, by holding final project presentations, instructive content could once again be modified for future advancement. Here, the attempt is to construct a possible framework with robotic teaching modules combined in the course of Life Technology, develop feature characteristics of the course, and furthermore turn it into a standard school-based curriculum.
The conclusions of this study are proposed as follows:
First, the design of robotic teaching modules in the course of Life Technology has to be constructed based on learners’ proficiency and schools’ overall facilities and equipment.
Second, a significant upgrade concerning learning efficiency and efficacy has been observed among students after the implementation of robotic teaching modules in class.
Third, a positive reinforcement has been affirmed in terms of learners’ satisfactory levels with the instruction of robotic teaching modules.
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