[[alternative]]A study on the teaching experiment of problem based learning (PBL)on one-chip micro computer design curriculum at industrial vocational high school.

碩士工業教育與技術學系[[abstract]]摘 要 本實驗研究目的為探討問題導向學習(PBL)教學方法對高職之「單晶片微電腦控制設計」課程班級學習成就、設計能力、學習氣氛之影響。「問題導向學習」；是以人本主義精神為基礎，以學生為學習的主體，教師依不同的問題，適時的從旁引導，教師輔導學生挖掘問題、收集資料、研究問題、從旁協助學生解決問題，由解決問題之中學習。因此可知教學情境的控制與師生的積極參與係影響教學成功與否的重要因素。 研究結果： （一）、高職單晶片微電腦控制設計課程在不同教學方法分組中，問題導向學習教學法在「學習成就」之表現上具有較佳之學習成效。 （二）、不同教學方法在設計能力的總體表現上，「問題導向學習」優於「傳統講述教學法」，分析各向度之中有創造性、基礎能力的活用性、自信心、分析能力、溝通技巧、理論基礎共有六項具有顯著性差異，有實用性、思考之周密性、創作過程、對社會的貢獻共四項沒有顯著性差異。 （三）、不同教學方法在「學習動機」、「師生互動」、「班級氣氛」、「心理反應」四個因素向度測驗表現上，問題導向學習教學法優於傳統講述教學法。 問題導向教學策略，以解決真實的科學問題為主要學習目標，以互相合作化解同儕間的惡性競爭，在討論的過程中，運用個人的創造性思考，提供多元化的問題解決策略，並以批判性的思考，審視彼此的學習心得、論點、觀念、思想及策略，選擇最佳的方法，達到解決問題的目的，使個人獲得成就感，使學生能更有自信地發揮個人的科學設計能力，是「問題導向學習」優於「傳統講述教學法」最主要的原因。[[abstract]]ABSTRACT The purpose of the experiment was to explore the effect of the teaching method “Problem Based Learning PBL” to the learning achievement, designing ability and learning atmosphere of the course “Problem Based Learning” was based on humanism, and students are the main part of learning, Teachers help students to find problems , collect information , study the issues , and solve the problems . Consequently , the control of teaching circumstance and positive participation of the teachers and students are important factors of teaching effect. The results of research were: Among the different teaching methods of the curriculum of one chip microprocessor controlled design at vocational high school, PBL dose a better job in “learning achievement “. (1.) In designing ability, “PBL” dose better than “traditional teaching method. Analyzing all differences, there are six aspects that have obvious differences, they are creativity, using the basic ability freely, confidence, analyzing ability, communicating skills and theory basis, In practicality, thoroughly there are no obvious differences. (2.) Different teaching methods used in “ learning motivation “ “ mutual activities of teachers and students “, “ class is better than traditional teaching method. PBL policy ‘s main target is to solve true science problems, to cooperate rather than competitor between colleagues. In the discussion, using personal creative thinking to support multiple problem-solving policies. And using critical thinking to examine learning results . view points , thoughts and policies of each other , Choose the best way to solve problems , to get achievement , and to “develop –personal science design ability confidently for students . That’s the main reason why “Problem Based Learning PBL “is better than “traditional teaching method